# Preamble

\documentclass[13pt]{article}
\usepackage[table]{xcolor}
\usepackage{float}
\usepackage{booktabs}
\usepackage{ragged2e}
\usepackage{array}

# Tables

## Simple

\begin{tabular}{| p{4cm} | p{4cm} | p{4cm} |}
\hline
\rowcolor[gray]{0.7} N. is able to & N. is developing the ability to & N. is unable to \\
\begin{itemize}
\item Something
\item Something
\item Something
\end{itemize} & \begin{itemize}
\item Something
\end{itemize} & \begin{itemize}
\item Something
\end{itemize}
\\ \hline
\end{tabular}

## Complex (with float, captions, and booktabs)

\begin{table}[hbt]
\begin{tabular}{l p{8cm} }
\toprule
\textbf{Individual Session Plan - Date:} & 24/5/18 \\
\textbf{Activity Number:} & 1 \\
\textbf{Activity} & Long Vowels and Short Vowels \\
\textbf{Time Frame} & \\
\textbf{Rationale} & Difficulty identifying and distinguishing between long and short vowels on the \textit{LeST}. \\
\textbf{Materials} & \textit{A Sound Way} text, pp. 145--147 \\
\textbf{Procedure of the Activity} & Elliott
\begin{itemize}
\item Show student a pair of words, comparing long and short vowels
\item Model using long-or-short? worm cards to show which vowel is long and which is short
\item Choose words from the list (p. 146) at random, and ask student to identify whether the vowels are long or short using the cards
\end{itemize}
\\
\textbf{Contingencies} & \\
\bottomrule
\end{tabular}
\caption{PAL Placement -- Heathcote Primary School}
\end{table}