For this project we worked with Eloise Leatham. She is a kindergartner, age 5, from St. Paul. He attends Saint Paul Academy, a private, secular school in St. Paul. She is exposed to books regularly, as she has an 8-year-old sister who loves to read. Her parents, who are both professionals with relatively high incomes, read to Eloise and her sister every night before going to bed. Both parents love to read and have instilled the value of reading in their daughters. Eloise attended nursery school for 3 years and there she learned to read and write. He speaks fondly of his preschool experience and continues to enjoy going to school even now that he is in kindergarten. Rating 1 The first time we met Eloise, she was very excited. Lauren is a regular nanny for the Leathams, and Eloise was excited for Michaela to come visit so she could meet one of Lauren's friends. To make Eloise feel comfortable with Michaela, we all went for frozen yogurt first. This excitement positively affected the rating, because Eloise was eager to impress Michaela. We began with a preliminary evaluation of Lauren Leslie and JoAnne Schudt Caldwell's Quantitative Reading Inventory-5. Eloise was asked to read “I See” aloud. Before reading, Michaela asked Eloise a series of questions about the story. Then Eloise read the story, with Lauren's help if necessary, and Micheala followed by documenting the errors. Then, Michaela asked a series of follow-up questions to ensure understanding and recall of the story. The same questions were asked twice, the first time without any help and the second time with the help of the story images. All the results of this process are included below.......in the center of the paper......mechanically it sits there and the T in sit is the T he uses to write there too. Eloise also has difficulty reading her own handwriting. When we asked her to reread what she had written to us, she kept telling us that she didn't remember what she had written. Lauren then did another exercise with her to see if she could tell us a story and read it back word for word. Eloise seemed to know most of the words she said but had trouble with non-sight words. For example, he needed help understanding what he eats, goes, meets, makes friends and what. These are all words that Eloise hasn't been exposed to much. Since he struggled with these words, we know he was actually reading the story and not simply recounting what he had just told Lauren. Eloise will continue to grow and improve as a reader and writer if we continue to challenge her and help her where she struggles. Recommendations