LSI 346 Accommodation and Modifications Unit Plan

Catalina Dvila: Classroom Case Study
EE 326: Autumn 2014

**All the orange and red text indicates the accommodations and modifications for Reading
Disability and Attention Deficit Hyperactive Disorder. This week long unit plan is focused on
reading and also on working as a whole group, small groups, and individually.**
Making inferences is a metacognitive reading strategy that aids in guiding students to make accurate conclusions
based on what they are reading. In using this strategy students use the text information and activate prior
knowledge to reach a non-explicit conclusion from the text. This strategy allows students to gain new knowledge
from the text but also to practice using their schema. Making inferences will improve the students comprehension
while refining their reading fluency. In the text students will look for clues hence decoding the authors message. The
main goal of this lesson is to bring students up to par with the Fountas and Pinnell reading level, improve
comprehension and fluency while allowing students to make valuable inferences to understand the text.
Students will work in groups. Each group will be assigned a specific text and will work to understand the text
through making inferences. I will meet and work with the blue group three times a week, with the pink group twice a
week, and with the green group once a week. Students will work in small groups while also participating in whole
classroom instruction.
Common Core:
CCSS.ELALITERACY.RL.5.1
Quoteaccuratelyfromatextwhenexplainingwhatthetextsaysexplicitlyandwhendrawinginferencesfromthetext.
CCSS.ELALITERACY.RF.5.4
Readwithsufficientaccuracyandfluencytosupportcomprehension.
CCSS.ELALITERACY.RF.5.4.A
Readgradeleveltextwithpurposeandunderstanding.
CCSS.ELALITERACY.RF.5.4.B
Readgradelevelproseandpoetryorallywithaccuracy,appropriaterate,andexpressiononsuccessivereadings.
CCSS.ELALITERACY.RF.5.4.C
Usecontexttoconfirmorselfcorrectwordrecognitionandunderstanding,rereadingasnecessary.
CCSS.ELALITERACY.RL.6.2

EE 326: Autumn 2014
Determineathemeorcentralideaofatextandhowitisconveyedthroughparticulardetails;provideasummaryofthetextdistinctfrompersonal
opinionsorjudgments
In your classroom, you have 26 students demonstrating a variety of strengths and challenges in reading and writing.
The chart below details their most recent reading assessment using the Fountas and Pinell levels. (If you are
interested in how these levels compare to others you may have seen used, please visit:
http://www.readingseed.org/wp-content/uploads/2009/09/Comparison-chart-for-leveled-books1.pdf).)
Name
Sarah
Diana
Troy
Farah
Lisa
Jonath
an
David
Kara
Julian
Jennife
r
Auggie
Jack
Jordan
Carrie
Elias
Mary
Benchma
rk
Independ
ent
Leveli
P
P
Benchmar
k
Instruction
al Levelii
Accura
cy
Compr
ehensio
niii
Fluenc
y
Benchma
rk
Placeme
nt Leveliv
Q
Q
95
96
9
7
2
0
P
P
P
P
Q
Q
Q
Q
R
R
95
97
95
95
8
8
8
8
1
3
2
3
Q
Q
R
R
Q
Q
Q
Q
R
R
R
R
95
97
96
98
7
9
10
6
1
2
2
2
R
R
R
R
R
R
R
T
T
T
S
S
S
U
U
U
95
97
96
95
95
97
7
9
8
10
9
8
2
2
3
3
1
1
S
S
S
U
U
U
Notes
Placed at level P b/c of disfluent reading at Level

Q.

EE 326: Autumn 2014
Ernie
Patrick
Donna
Luke
Beth
T
U
U
U
U
U
V
V
V
V
96
95
96
98
95
6
7
9
5
7
3
1
2
0
2
U
V
V
V
V
Robert
Jerry
Helen
Vera
Michae
l
W
W
X
Y
Z
X
X
Y
Z
Z
98
97
97
96
98
6
7
9
9
6
0
0
2
3
1
W
X
Y
Z
Y
Scores do not show her @ level V for independent

reading, but observation shows she can
successfully handle Level V texts.
Step 2-Grouping:
Group
Comment
s
Grouping for Ms. Davilas Fifth Grade Class

Blue: Sarah, Diana,
Pink: Troy, Farah, Lisa,
Green: Kara, Julian,
David, Jennifer, Luke,
Jonathan, Ernie, Patrick,
Auggie, Jack, Jordan,
Robert, Jerry, Michael
Beth
Carrie, Elias, Mary,
Donna, Helen, Vera
Orange:
Reading
Disability
Grouped together
because of reading
below the fifth grade
level or due to difficulty
in comprehension.
Sarah, Diana, David, and
Jennifer, all have a high
accuracy rate due to the
lower reading level.
While Luke, Robert,
Jerry, and Michael are
reading at a high level
Grouped
together
because of their
strengths in
visual, tactile
and kinesthetic
learning and
because of
common
weaknesses in
auditory
processing,
Grouped together
because their
comprehension is greater
and need the extra push
to read a book at the fifth
grade level. Ernie,
Patrick, and Beth are all
reading at a fifth grade
level but need to work on
understanding what they
are reading.
Grouped together
because of their high
comprehension and
fluency as well as their
higher Benchmark
Placement Level.
Students in this group
have the ability to help
each other thus
allowing them to read
a harder text.
Red: Students
with Attention
Deficit
Hyperactive
Disorder
Grouped
together
because
students do
not have any
significant
delay but do
have poor
interpersonal
social skills,
high activity
level, poor

EE 326: Autumn 2014
yet are having
difficulties understand
the text. The group will
be monitored in
comprehension and
fluency.
Starting
Level
Level S: will challenge

readers to read at a fifth
grade level, can
enhance fluency for
Diana, David, Luke,
Robert, Jerry, Michael
Level U: will challenge all

the students to improve
their comprehension and
fluency. For Troy, Farah,
Lisa and Jonathan will
face a new challenge as
the read a text out of
their comfort zone.
Level Y: will challenge

students to help each
other and to practice
making inferences
hence resulting in
comprehension.
expressive, and
receptive
language, oral
skills, and
written
language.
organization,
and study
skills and
difficultly
working
independently
.
Level R: will
allow student to
be understand
text and will
facilitate
learning
vocabulary.
Level S+: will

challenge
readers to
read at a fifth
grade level,
but will have
the support
from coteacher and
Ms. Dvila.
Step 3- Overview of Classroom Schedule
Monday
(30 minutes
each session)
Whole Group
Blue
Pink
Green
Tuesday
Small Group
Individual Work
Making Inferences
Introduction and Reading
Making Inferences
Guided Reading
Drop.Everything.And.Read
Comprehensions Tic-TacToe
Making Inferences
Character Facebook Profile
Small Group
Individual Work
Individual Fluency
Assessment

EE 326: Autumn 2014
(45 minutes
each session)
Blue
All the group.
Pink
Troy, Farah, Lisa, Jonathan,

and Ernie
Green
Wednesday
(30 minutes
each session)
Whole Group
Blue
Pink
Green
Thursday
(45 minutes
each session)
Poem Writing
Reading Strategies
Connections
Small Group
Letter to Character
Individual Work
Interactive Read-Aloud
Partner Reading
Recitation of Poems
Fluency Tic-Tac-Toe
Guided Reading
Inventor
Individual Fluency
Assessment
Blue
Small Group
Vocabulary Mavens
Individual Work
Guided Reading
Letter to Character
Pink
Patrick, Beth
Reading
Poem Writing
Green
All the group.
Letter to Character
Blue
Pink
Green
Friday
30 minutes
each session
Guided Reading
Whole Group
Small Group
Individual Work
Fluency Tic-Tac-Toe
Guided Reading
Guided Reading
Connections
Reading
Inventor
Reading Disability and Attention Deficit Hyperactive Disorder Schedule

EE 326: Autumn 2014
Monday
(30 minutes
each session)
Small Group One

Orange
Red
Individual Fluency
Assessment
Tuesday
(40 minutes
each session)
Orange
Red
Wednesday
(30 minutes
each session)
Orange
Red
Individual Work
Vocabulary Hunters
Readers Discussion
Small Group
Guided Reading
Small Group
Fluency Tic-Tac-Toe
Partner Reading
Individual Fluency
Assessment
Small Group
Individual Work
Character Analysis
Vocabulary Hunters
Individual Work
Presentations
Creative Writing
Individual Work
Orange
All the group.
Fluency
Red
All the group.
Vocabulary Pictionary
Scene Creators
Orange
Red
Guided Reading
Spelling Sentences
Fluency Tic-Tac-Toe
Vocabulary Hunters
Friday
(30 minutes
each session)
All the group.

All the group.
Whole Group
Thursday
(40 minutes
each session)
Making Inferences
Making Inferences
Small Group Two
Whole Group
Small Group
Individual Work

EE 326: Autumn 2014
Step 4-Text Set:
Orange Group: Level R
- DiCamillo, K. (2009). Because of Winn-Dixie. Cambridge, MA: Candlewick Press.
Text selected due to appropriate reading level: Scholastic and Fountas&Pinnell
- dePaola, T. (1988). The Legend of the Indian Paintbrush. New York, NY: Putnam & Grosset Group.
Text will be used to introduce the reading strategy of making inferences.
Red Group: Level S+
- DiCamillo, K. (2006). The Tale of Despereaux. Cambridge, MA: Candlewick Press.
Blue Group: Level S
- DiCamillo, K. (2006). The Tale of Despereaux. Cambridge, MA: Candlewick Press.
- TimeForKids. Malala Wins Nobel Peace Price. [online] Retrieved from:
http://www.timeforkids.com/node/182746/print [Accessed 18 October 2014].
Text selected due to current news and the vocabulary usage.
Pink Group: Level U
- Dahl, R. & Blake, Q. (2007). The BFG. New York, NY: Puffins Books.
Text is in the fifth grade level yet still will be challenging for the pink group: Scholastic and Fountas&Pinnell.
Green Group: Level Y

EE 326: Autumn 2014
- Golding, W., & Epstein, E. (1959). Lord of the Flies. New York, NY: Penguin Group.
Text will challenge the students since the level according to Fountas&Pinnell is sixth/seventh grade. The text
will allow students to work together to make the needed inferences: Scholastic and Fountas&Pinnell.
- Lowry, L. (1993). The Giver. Boston, MA: Houghton Mifflin.
Text is in the Y level: Scholastic and Fountas&Pinnell.
Whole Class: Level V/O
- Snicket, L. (1999). The Bad Beginning. New York, NY: Harper Collins.
Text will be used as a classroom read aloud, it will be used to help students summarize and respond to
comprehension questions: Scholastic and Fountas&Pinnell.
Step 5- Daily Plans: See Below:
Blue: Pages 7-12
Pink: Pages 13- 18
Green: Pages 19-24
Step 6-Differentation Example: See Below
Step 7- Bibliography:
- Teacherspayteacher.com (2014) Graphic Organizers. [online] Retrieved from: http://www.teacherspayteachers.com
[Accessed 18-19 October 2014].
This website helped me find graphic organizers that were grade level appropriate and that would allow
students to make inferences as well as improving their comprehension and fluency.
- TimeForKids. Malala Wins Nobel Peace Price. [online] Retrieved from:
http://www.timeforkids.com/node/182746/print [Accessed 18 October 2014].
Time for Kids was able to provide an article and other ideas that I was able to apply in Guided Reading.

EE 326: Autumn 2014
- Tompkins, Gail E. (2010). Literacy in the Middle Grades: Teaching Reading and Writing to Fourth through Eighth
Grade. Boston, MA: Pearson.
This text along with the classroom notes helped me decided how to teach the Guided Reading groups, how to
create the individual works, and how to group the students.
Blue Group
Common Core
Standards
- CCSS.ELA-LITERCY.RL.5.1
Quote accurately from a text
when explaining what the text
says explicitly and when
drawing inferences from the
text.
CCSS.ELA-LITERACY.W.5.2
Write informative/explanatory
texts to examine a topic and
convey ideas and information
clearly.
- CCSS.ELA-LITERACY.RF.5.4
Read with sufficient accuracy and
fluency to support comprehension.
- CCSS.ELALITERACY.RL.6.2
Determine a theme or central
idea of a text and how it is
conveyed through particular
details; provide a summary of
the text distinct from
personal opinions or
judgments.

EE 326: Autumn 2014
Monday
Whole Group:
8:30am 9:00
am
Small Group:
9:00am 9:30
am
Individual Work:
9:30 am 10:00
am
Whole Group: Reading and

Writing
(30 minutes)
Activity: Making Inferences
Teacher:
Will define the reading strategy
of making inferences and will
given examples of how to look
for clues and activate prior
knowledge to make conclusions.
Then read the Tomie dePaola
book The Legend of the Indian
Paintbrush.
Students:
Will have their reading journals
out and will write down the clues
they hear and connections they
make that lead them to make
inferences/conclusions from the
text.
Assessment:
Checking for understanding
through classroom participation
and the content of their reading
journals.
Differentiation Example One:
- High: 8 or more clues and
connections to text.
Small Group: Guided Reading (30

minutes)
Individual Work: Reading

(30 minutes)
Activity: Readers Discussion
Continue reading The Tale of

Despereaux. Reminding the students
to use the clues and their prior
knowledge to makes inferences.
Student will take their DEAR

book and will read silently
while annotating their text.
Teacher lead discussion:

What do you think about Lester and
his tears after the decision?
Why did Despereaux break the rules
and why wont he renounce his
actions?
What are your thoughts of the
threadmaster?
What did Despereaux mean when he
said, I honor you, to Princess Pea?
How do you think Despereaux feels?
How do we know this?
Assessment:
Checking for understanding through
classroom participation and the
content of their notes from the
discussion. Listening and observing
their fluency when reading.
10

EE 326: Autumn 2014
- Middle: 7 to 5 clues and
-Low: 4 or less clues and
Tuesday
Small Group:
8:30 am 9:15
am
Individual Work:
9:15 am
10:00am
Individual Fluency
Assessment
1-Minute Reading & Updating My
Fluency Notebook
(All of the Blue Group and
Troy, Farah, Lisa, Jonathan,
and Ernie)
Teacher:
Will pull out students one at a
time to do a 1-minute Fountas
and Pinnell Fluency Assessment.
Students: Will read and then
calculate the words read per
minute (wpm) and record their
finding in their fluency
notebook. Students will set a
reasonable goal for with teacher
for next assessment. The
students who are not being
assessed will work using their
indoor voice level in their small
groups or on the individual work.
Assessment:
Teacher will see how many wpm
each student is reading and will
determine if one-on-one
instruction must be provided or
Small Group:
Comprehensions (45 minutes)
Individual Work: Writing

(45 minutes)
Activity: Comprehensions Tic-Tac-Toe
Activity: Poem Writing
Students:
Will play in partners. They will
determine who is X and who is O.
Then they will role the dice.
Whoever roles the highest number
will go first. The other player will
draw a card and read the question.
The player who rolled needs to
answer the question correct to place
their X or O. Once the student places
the X or O, both students will write
the question down and the answer in
their reading journal.
Teacher:
Will review punctuation with
group explaining the
connection to fluency. Then
will make a list of the
characters in The Tale of
Despereaux book.
Assessment:
review the students journals.
Students:
Will pick a character and will
write a poem about the
character based on the
readings. The poem must
contain different punctuation
marks. Hence allowing
students to see how
punctuation is directly
connected to reading fluency.
Differentiation Example Two:

- High: Correctly answer ten or more
questions with textual evidence.
- Middle: Correctly answer seven to
ten questions using textual evidence
for most questions.
Assessment:
This is a two-day assignment.
Students will turn in poems
tomorrow. Will check for the
use of different punctuation
and that the information for
11

EE 326: Autumn 2014
if there needs to be whole
classroom instruction geared to
a specific need.
Wednesday
Whole Group:
8:30am 9:00
am
Small Group:
9:00am 9:30
am
Individual Work:
9:30 am 10:00
am
Whole Group: Reading (30

minutes)
Activity: Interactive Read-Aloud
Teacher:
Will read the book The Bad
Beginning by Lemony Snicket.
When there is a vocabulary word
that needs to be defined,
teacher will stop and reread
sentence and tell the students
to use the context clues to
define vocabulary word.
Teacher will model fluency.
Students:
Will summarize each chapter
and will use context clues to
define unknown vocabulary
words as well as to make
inferences.
Thursday
Small Group:
8:30 am 9:15
am
Individual Fluency
Assessment
Fluency Notebook
(All of the Green Group and
Patrick, Beth)
-Low: Correctly answer five or less

questions and only using textual
evidence for three or less questions.
the character is correct to

determine if students are
understanding what they are
reading.
Small Group: Reading and Writing

(30 minutes)
Individual Work: Word Work

(30 minutes)
Activity: Partner Reading

- Read one page then switch reader.
Activity: Recitation of Poems

Students:
In pair students will continue to read
The Tale of Despereaux book. Then
they will write questions to be used
as discussion questions in the next
Guided Reading Group (next
Monday). They must include the
page number with where the answer
can be found in the text. The
question should be written in their
reading journal.
Small Group: Guided Reading (45
minutes)
Teacher:
Will show the students the
following video and explain
how fluency plays a role on
how the poem is read.
Poem: What Teachers Make
Students:
Will read their poems written
yesterday with the correct
fluency due to the
incorporation of distinct
punctuation.
Assessment:
Teacher will collect their
poems and will listen to their
recitation of their poems.
(45 minutes)
Activity: De-Bugging the Text
Activity: Letter to Character
Teacher:
Before reading, teacher will write the
Students:
Will use their character list
12

EE 326: Autumn 2014
Individual Work:
9:15 am
10:00am
Teacher:
Assessment:
a specific need.
following words on the board:

activist, Nobel Peace Prize,
suppression, optimism, humanity,
and courage on the board. Then will
ask:
Does anyone know the definition of
any of these words?
Teacher will expect to have a at least
four guesses. When students give
their definition or guess teacher will
write then next to the word. Next,
the teacher will read the article
Malala Wins Nobel Peace Price. After
reading, teacher will ask the students
to look at the vocabulary words.
Teacher will ask the students to work
silently for 3- minutes to try to define
the words using the context clues in
the next. Teacher will explain that it
is important to look at the word
before and after the vocabulary
word. Then students will work as a
group for 5-minutes trying to de-bug
the text. Teacher will ask how they
used the text to define these words.
Students:
Will write the six words in their
reading journal.
Will annotate the article as Ms.
Dvila reads. They will underline any
unknown words, and highlight
anything they made a connection to.
They will work individually and in a
whole group to define the words.
from Tuesday that is in their

reading notes book. They will
pick a character in The Tale
of Despereaux book different
from the character used in
their poem. They will write a
letter to the character telling
the character how they
should deal with the situation
in the book. Student should
also share their emotions and
thoughts about the book with
the character. Students are to
include vocabulary words
from their readers
vocabulary package.
Assessment:
Teacher will collect and read
the letters. The students
need to have included
vocabulary words. Teacher
will look at sentence
structure, word choice, and to
see that the students
connected to the character
explaining their emotions and
thoughts.
Differentiation Example
Three:
-High: 6 paragraphs and the
use of 20 or more vocabulary
words.
13

EE 326: Autumn 2014
Students need to write down the
definition that have come up with as
a group. As students read their group
definition, another students will then
erase their first definitions if incorrect
and write the definition the group
decided on.
Friday

minutes)
Assessment:
the first set of definitions before
reading the text and how they were
able to come up with a group
definition using the text. Will look at
their reading journal. Teacher will
also collect the article to address the
unknown words in the next Guided
Reading Group.
Small Group: Fluency (30 minutes)
-Middle: 4-5 paragraphs and

the use of at least 15
vocabulary words.
- Low: 3 paragraphs and the
use of at least 10 vocabulary
words.
Individual Work: Guided

Reading (30 minutes)
Activity: Fluency Tic-Tac-Toe

Whole Group:
8:30am 9:00
am
Small Group:
9:00am 9:30
am
Individual Work:
9:30 am 10:00
am

Teacher:
Students:
Activity: Connections
Students:
Will work in pairs. Then they will role
the dice. Whoever roles the highest
number will go first. Wherever they
decide to place the X or O, there is a
description of how they will need to
read ONE paragraph from The Tale
of Despereaux book. The
descriptions include: whisper, scared,
monster voice and emotions are also
included such as mad, very excited
voice.
Teacher:
Mini-lesson on the three
types of connections.
- Text-to-Self (TS)
-Text-to-Text (TT)
-Text-to-World (TW)
Teacher will be there
assisting at all time.
Students:
Will take notes in their
reading journal about the
14

EE 326: Autumn 2014
inferences.
Assessment:
Checking for understanding and
fluency through observing them as
they read. I will be taking notes that
will be discussed with the student
the in the next minute Fountas and
Pinnell Fluency Assessment. The
observations will then be placed into
their Fluency Notebook.
three types of connections.

Will finish the last chapter
chapter of Tale of
Despereaux.
Student will make
connections to the Guided
Reading text in their journal
all including contextual
evidence.
Assessment:
through correct completion of
connections and the notes
taken in class about the three
connections. Also will
evaluate the contextual
evidence used for each
connection.
Differentiation Example Four:
- High: 5 TS, 4 TT, 3 TW
questions.
- Middle: 4 TS, 3 TT, 2 TW
questions.
- Low: 4 TS, 2, TT, 2 TW
questions.
-ELL: 4 TS, 2, TT, 2 TW
questions written in English
or their native language.
15

EE 326: Autumn 2014
Pink Group
Common Core
Standards
Quote accurately from a text when
explaining what the text says
explicitly and when drawing
inferences from the text.
Read with sufficient accuracy
and fluency to support
comprehension.
Monday
Whole Group: Reading and Writing

(30 minutes)
Whole Group:
8:30am 9:00
am

Activity: Comprehensions Tic-TacToe
Small Group:
9:00am 9:30
am
Teacher:
Will define the reading strategy of
making inferences and will given
examples of how to look for clues
and activate prior knowledge to
make conclusions. Then read the
Tomie dePaola book The Legend of
the Indian Paintbrush.
Students will play in partners.

They will determine who is X and
who is O. Then they will role the
dice. Whoever roles the highest
number will go first. The other
player will draw a card and read
the question. The player who
rolled needs to answer the
question correct to place their X
or O. Once the student places
Individual Work:
9:30 am 10:00
am
Small Group:
judgments.
(30 minutes)
16

EE 326: Autumn 2014
Students:
Will have their reading journals out
and will write down the clues they
hear and connections they make
that lead them to make
inferences/conclusions from the text.
Assessment:
content of their reading journals.
Tuesday
Small Group:
8:30 am 9:15
am
Individual Work:
9:15 am
10:00am
Individual Fluency Assessment

Fluency Notebook
(All of the Blue Group and Troy,
Farah, Lisa, Jonathan, and Ernie)
Teacher:
Will pull out students one at a time
to do a 1-minute Fountas and Pinnell
Fluency Assessment.
calculate the words read per minute
(wpm) and record their finding in
the X or O, both students will

write the question down and the
answer in their reading journal.
Assessment:
through review the students
journals.
- High: Correctly answer ten or
more questions with textual
evidence.
- Middle: Correctly answer seven
to ten questions using textual
evidence for most questions.
-Low: Correctly answer five or
less questions and only using
textual evidence for three or less
questions.
Small Group: Guided Reading
(45 minutes)

(45 minutes)
Continue reading The BFG.

Reminding the students to use
the clues and their prior
Students:
Will use their character
analysis that is in their
reading notes book from last
week. They will pick a
character in The BFG. They
will write a letter to the
character telling the
character how they should

How do you think that Sophie,
being such a small human is
going to ever be able to stop
17

EE 326: Autumn 2014
their fluency notebook. Students
will set a reasonable goal for with
teacher for next assessment. The
students who are not being assessed
will work using their indoor voice
level in their small groups or on the
individual work.
Assessment:
determine if one-on-one instruction
must be provided or if there needs
to be whole classroom instruction
geared to a specific need.
giants from eating other people?

What are some risks that could
result from the BFG following
through with the plan?
After the dream is mixed, why do
you think Sophie gets a little
nervous about actually going
through with the plan? (The
dream is actually a nightmare).
Describe what your perfect
dream would be. If you were
able to mix the formula for the
dream that you will have tonight,
why would you like to happen?
Assessment:
through the group participation
and the content of their notes
from the discussion. Listening
and observing their fluency when
reading.
deal with the situation in the

book. Student should also
share their emotions and
from their readers
vocabulary package.
Assessment:
thoughts.
Differentiation Example
Three:
words.
vocabulary words.
words.
18

EE 326: Autumn 2014
Wednesday
Whole Group:
8:30am 9:00
am
Small Group:
9:00am 9:30
am
Individual Work:
9:30 am 10:00
am

minutes)
Small Group: Fluency (30

minutes)

(30 minutes)
Activity: Inventor
Teacher:
that needs to be defined, teacher
will stop and reread sentence and
tell the students to use the context
clues to define vocabulary word.
Students:
Will work in pairs. Then they will
role the dice. Whoever roles the
highest number will go first.
Wherever they decide to place
the X or O, there is a description
of how they will need to read
TWO paragraphs from The BFG
book. The descriptions include:
whisper, scared, monster voice
and emotions are also included
such as mad, very excited voice.
Students:
Will create an advertisement.
Students will think about an
invention that can be useful
for a situation in the text
from the Guided Reading
Group. The students will draw
their invention, and will give
a full description of their
invention. In the description
students are to use at least
15 or more vocabulary words.
The drawing must be in color.
Students:
Will summarize each chapter and
will use context clues to define
unknown vocabulary words as well
as to make inferences.
Assessment:
fluency through observing them
as they read. I will be taking
notes that will be discussed with
the student the in the next
minute Fountas and Pinnell
Fluency Assessment. The
observations will then be placed
into their Fluency Notebook.
Assessment:
Checking for completion of
task. Must be completed and
presentable will be
displayed on classroom
board.
Homework:
Finish Inventor activity if
unable to complete in class.
19

EE 326: Autumn 2014
Thursday
Small Group:
8:30 am 9:15
am
Individual Work:
9:15 am
10:00am

Fluency Notebook
Patrick, Beth)
Teacher:
to do a 1-minute Fountas and Pinnell
Fluency Assessment.
students who are not being assessed
will work using their indoor voice
level in their small groups or on the
individual work.
Assessment:
Small Group: Reading/Fluency

(45 minutes)

(45 minutes)
Activity: Audiobook
Activity: Poem Writing
Students:
Will read their Guided Reading
book as they listen to the
audiobook. They are to annotate
their book with pencil. They will
have Post-Its where they can
write questions and the page of
the text where they developed
the question. The audiobook will
help students with their reading
fluency. Next Fountas and
Pinnell Fluency Assessment can
be using The BFG and teacher
will be able to compare their
wpm from their fluency
Notebook.
Teacher:
Mini-lesson reviewing
punctuation with group
explaining the connection to
fluency. Then will make a list
of the characters in The BFG
book.
Students:
Will pick a character and will
write a poem about the
character based on the
readings. The poem must
contain different punctuation
marks hence allowing
students to see how
punctuation is directly
connected to reading fluency.
Assessment:
Students will turn in poems.
Will check for the use of
different punctuation and
that the information for the
character is correct to
determine if students are
understanding what they are
reading.
20

EE 326: Autumn 2014
Friday
Whole Group:
8:30am 9:00
am
Small Group:
9:00am 9:30
am
Individual Work:
9:30 am 10:00
am

minutes)

(30 minutes)
Activity: The BFG Finale
Teacher:
Teacher:
Will be present to help them.
Students:
Students:
Will finish the last chapter of The
BGF. And will complete the BFG
Comprehension Package, which
includes multiple choice and
short answer questions.

(30 minutes)
Teacher:
Mini-lesson on the three
types of connections.
- Text-to-Self (TS)
-Text-to-Text (TT)
-Text-to-World (TW)
Students:
Will take notes in their
reading journal about the
three types of connections.
Student will make
connections to the Guided
Reading text in their journal
all including contextual
evidence.
Assessment:
connection.
21

EE 326: Autumn 2014
questions.
questions.
- Low: 4 TS, 2, TT, 2 TW
questions.
-ELL: 4 TS, 2, TT, 2 TW
questions written in English
or their native language.
22

EE 326: Autumn 2014
Green Group
Common Core
Standards
Quote accurately from a text when
explaining what the text says
explicitly and when drawing
inferences from the text.
fluency to support
comprehension.
the text distinct from personal
opinions or judgments.
Small Group: Comprehension

(30 minutes)

(30 minutes)
Monday
Whole Group: Reading and Writing

(30 minutes)
Whole Group:
8:30am 9:00
am

Activity: Character Facebook

Profile
Teacher:
Will define the reading strategy of
making inferences and will given
examples of how to look for clues
and activate prior knowledge to
make conclusions. Then read the
Teacher:
Will provide a sample Facebook
Profile Template to help students
create the Character Profiles.
Small Group:
9:00am 9:30
am
Individual Work:
9:30 am 10:00
am
Students:
text.
Students:
Will create a Facebook Profile for
two characters. The Profile
should include the characters
traits, quotes from the text, a
picture or drawing of the
character, including the emotions
the character feels time stamped
to events in the text. Students
may add pictures or drawings as
the characters posts using the
text information.
23

EE 326: Autumn 2014
Assessment:
content of their reading journals.
Tuesday
Small Group:
8:30 am 9:15
am
Individual Work:
9:15 am
10:00am

Fluency Notebook
(All of the Blue Group and Troy,
Farah, Lisa, Jonathan, and
Ernie)
Teacher:
to do a 1-minute Fountas and
Pinnell Fluency Assessment.
Students:
Will read and then calculate the
words read per minute (wpm) and
record their finding in their fluency
reasonable goal for with teacher for
next assessment. The students who
are not being assessed will work
using their indoor voice level in
their small groups or on the
Assessment:
through reviewing the
information used in the Character
Profiles. Character Profiles must
be completed and presentable
will be displayed on classroom
board.
Homework:
Students will complete the
Character Analysis Worksheet
Small Group: Comprehension
(45 minutes)

(45 minutes)
Activity: Practicing Reading

Strategies
Teacher:
Mini-lesson on review the seven
Reading Strategies (making
connections, asking questions,
creating sensory images, making
inferences, determining
importance, summarizing,
synthesizing).
Teacher:
Mini-lesson on the three types
of connections.
- Text-to-Self (TS)
-Text-to-Text (TT)
-Text-to-World (TW)
Students:
Will use the seven Reading
Strategies to work in their small
group to complete Determining
Importance in Fiction. Students
will summarize, determine
importance, make connections,
Students:
Will take notes in their reading
journal about the three types
of connections. Student will
make connections to the
Guided Reading text in their
journal all including
contextual evidence.
24

EE 326: Autumn 2014
individual work.
Assessment:
Wednesday
Whole Group:
8:30am 9:00
am
Small Group:
9:00am 9:30
am
Individual Work:
9:30 am 10:00
am

minutes)
and use the text to support their

work.
Assessment:
through reviewing the
information. Teacher will be able
to identify which one which
Reading Strategies there needs
to be more instruction to ensure
comprehension.

(30 minutes)
Assessment:
connection.
questions.
questions.
- Low: 4 TS, 2, TT, 2 TW
questions.
-ELL: 4 TS, 2, TT, 2 TW
questions written in English or
their native language
(30 minutes)
Activity: Vocabulary Mavens
Teacher:
Continue reading Lord of the

Flies. Reminding the students to
use the clues and their prior
Teacher:
Mini-lesson on how they will
create their vocabulary cards
and what resources they will
and can use.

Howcouldthisnovelbedescribedasan
allegory?Ifitisanallegory,what
messagedoesGoldingseemtowantto
Students:
Will create using 4 by 6 inch
flash cards vocabulary helps
25

EE 326: Autumn 2014
Students:
getacrosstohisreaders?Whatallegorical
rolesarethecharactersplaying?
LordoftheFlieswaspublishedin1954,
althoughitissetinsomefictionalfuture.
Inwhatwaysdoesitsmessageseemto
speaktotheviolencethatispresentin
1954?Whataboutviolencetoday?
Doesitmatterthatthesearekids?Would
adultsinthesamesituationactany
differently?
Assessment:
through the group participation
and the content of their notes
from the discussion. Listening
and observing their fluency when
reading.
including the definition,

synonym, antonym, and the
sentence from the text. The
group will divide the
vocabulary amongst
themselves. There are a total
of 117 vocabulary words in
the Lord of the Flies
vocabulary package. Each
student will create 10 or 11
vocabulary cards. After they
are created the cards, in pairs
students will quiz each other
practicing the words. Once
the one pair has learned the
20 vocabulary words, they will
switch with another pair and
will learn these new words.
Learning these words will
enhance comprehension and
will aid them in an activity on
Friday.
Assessment:
Checking for comprehension
of the vocabulary will be
assessed in the word done in
the Friday Word Work
(Inventor).
Thursday
Small Group:
8:30 am 9:15

Fluency Notebook
Patrick, Beth)
Small Group:
Activity: Comprehensions Tic-TacToe

(45 minutes)
26

EE 326: Autumn 2014
am
Individual Work:
9:15 am
10:00am
Teacher:
Assessment:
Students:
They will determine who is X and
who is O. Then they will role the
dice. Whoever roles the highest
number will go first. The other
player will draw a card and read
the question. The player who
question correct to place their X
or O. Once the student places
the X or O, both students will
write the question down and the
answer in their reading journal.
Assessment:
through review the students
journals.
evidence.
- Middle: Correctly answer seven
to ten questions using textual
evidence for most questions.
textual evidence for three or less
questions.
Students:
Will use their character
analysis that is in their
reading notes from Monday.
They will pick a character in
Lord of the Flies book different
from the character used in
their poem. They will write a
letter to the character telling
the character how they should
deal with the situation in the
book. Student should also
share their emotions and
from their readers vocabulary
package.
Assessment:
thoughts.
Differentiation Example Three:
27

EE 326: Autumn 2014
Friday
Whole Group:
8:30am 9:00
am
Small Group:
9:00am 9:30
am
Individual Work:
9:30 am 10:00
am

minutes)
Small Group: Reading/Fluency

(30 minutes)
words.
vocabulary words.
words.
(30 minutes
Activity: Audiobook
Activity: Inventor
Students:
Will read their Guided Reading
book as they listen to the
audiobook. They are to annotate
their book with pencil. They will
have Post-Its where they can
write questions and the page of
the text where they developed
the question. The audiobook will
help students with their reading
fluency. Next Fountas and
Pinnell Fluency Assessment can
be using Lord of the Flies and
teacher will be able to compare
their wpm from their fluency
Notebook.
Students:
Will create an advertisement.
Students will think about an
invention that can be useful
for a situation in the text from
the Guided Reading Group.
The students will draw their
invention, and will give a full
description of their invention.
In the description students are
to use at least 15 or more
vocabulary words. The
drawing must be in color.

Teacher:
Students:
Homework:
In their reading journal students
will in detailed and contextual
evidence answer the following
three questions:
Onlyonefemalevoiceispresented(very
Assessment:
presentable will be
displayed on classroom board.
Homework:
Finish Inventor activity if
unable to complete in class.
28

EE 326: Autumn 2014
briefly,andinrecap)inthisnovel,thatof
Piggy'saunt.Wouldthisstoryhavebeen
differentinanyimportantwaysifthere
hadbeenbothboysandgirlsonthe
island?Inotherwords,isthisastory
aboutthecapacityofhumansfor
violence,orisitastoryaboutthemale
capacityforviolence?Oristheresimply
notenoughevidencetomakeanargument
eitherway?
HowarethecharactersinLordofthe
Fliespresentedasboth"heroicandsick"
(6)?Asbothsaneandinsane?
Asbothgoodandevil?
WhatroledoesfearplayinLordofthe
Flies?Howdoesfearaffecttheboysas
thestoryprogresses?
Orange Group
(for all activities students have extra time to complete them, breaking up
material into numerous days)
Common Core
Standards
CCSS.ELA-LITERACY.RL.3.3
- Describe characters in a story
(e.g., their traits, motivations, or
feelings) and explain how their
actions contribute to the sequence
CCSS.ELA-LITERACY.SL.3.1.D
- Explain their own ideas and
understanding in light of the
discussion.
29

EE 326: Autumn 2014
Standards are of
Third/Fourth Grade
Monday
Whole Group
One:
8:30am 9:00
am
Individual Work
One:
9:00am 9:30
am
Individual Work
Two:
9:30 am
10:00 am
of events
Whole Group One:

Reading and Writing
(30 minutes)
Teacher:
Will define the three reading
strategy of making inferences and
will given examples of how to look
knowledge to make conclusions. As
students work teacher will walk
around.
Then students will follow along to
Audiobook:
https://www.youtube.com/watch?
v=F4y3Yk0C_os
Minute 0:00-3:14

the text distinct from personal
opinions or judgments.
Individual Work One :
Word Work
(30 minutes)
Individual Work Two:

Reading
(30 minutes)
Activity: Vocabulary Hunters
Teacher:
Will place seven vocabulary words from
the first chapter of Because of WinnDixie around the classroom.

Students will have individual
iPads that will have the ebook
and audiobook so that this
facilitates following along.
Students:
Audiobook:
Will go around the room and will find the
vocabulary word. It will be have the
v=28l2hXI6-aI
definition on one side. Students will copy
definition and then will draw a picture to
help them remember the word.
Students:
30

EE 326: Autumn 2014
text. They will also draw things
that come to find.
Assessment:
journals.
- Middle: 3 clues and
-Low: 1-2 or less clues and
Tuesday
Whole Group:
8:30 am 9:15
am
Individual
Work:
9:15 am
10:00am

Fluency Notebook
Whole Group:
Guided Reading
(45 minutes)
Individual Work:
Writing
(45 minutes)
Teacher:
Activity: Readers Movie/ Discussion
Activity: Important Characters

in Book/Movie

finding in their fluency notebook.
Students will set a reasonable goal
for with teacher for next
assessment. The students who are
Teacher will ask two questions.
Students will watch 15 minutes of

Because of Winn-Dixie movie.
1. Why did Opal do to the store to

buy?
2. Why was the store manager so
mad/upset?
Students:
Will describe Orpal and WinnDixie as characters. Students
should include 2-3 vocabulary
words in description of
characters. Then they will
draw then main characters.
Assessment:
31

EE 326: Autumn 2014
not being assessed will work using
their indoor voice level in their
small groups or on the individual
work.
Wednesday
Whole Group:
8:30am 9:00
am
Small Group:
9:00am 9:30
am
Whole Group
Two:
9:30 am
10:00 am
Students are to turn and talk with a

partner will improve oral
language skills.
Students will present work

next day.
Assessment:
Whole Group:
Reading and Writing
(30 minutes)
Assessment:
the group/individual participation.
Listening and observing their
fluency when reading.

Activity: Presentation
Students:
Will work in pairs. Then they will
role the dice. Whoever roles the
highest number will go first.
Wherever they decide to place the
X or O, there is a description of how
they will need to read TWO
paragraphs from Because of
Winn-Dixie book. The descriptions
include: whisper, scared, monster
voice and emotions are also
voice.
Students:
Will present their character
analysis from yesterday.
Teacher:
Will define the last two reading
strategy of making inferences and
will given examples of how to look
knowledge to make conclusions. As
students work teacher will walk
around.
Then students will follow along to
Audiobook:
v=F4y3Yk0C_os
Small Group:
Fluency
(30 minutes)
Assessment:
Whole Group Two:

Word Work
(30 minutes)
Assessment:
presentable will be
displayed on classroom board.
Students should be talking
loud and clear.
Homework:
Write two paragraph of which
character is their favorite and
why.
32

EE 326: Autumn 2014
Minute 3:15-3:60
Students:
text. They will also draw things
that come to find.
they read. I will be taking notes

that will be discussed with the
student the in the next minute
Fountas and Pinnell Fluency
Assessment. The observations will
then be placed into their Fluency
Notebook.
Assessment:
journals.
Thursday
Individual Work
One:
8:30 am 9:15
am
Individual Work
Two:
9:15 am

- Middle: 3 clues and
-Low: 1-2 or less clues and
Fluency Notebook
Patrick, Beth)
Teacher:
Individual Work One:

Reading/Fluency
(45 minutes)
Activity: Audiobook
Students:
Will read their Guided Reading book
as they listen to the audiobook.
They are to annotate their book
with pencil. They will underline
Individual Work Two:

Writing
(45 minutes)
Activity: Comprehensions TicTac-Toe
They will determine who is X
and who is O. Then they will
role the dice. Whoever roles
33

EE 326: Autumn 2014
10:00am

finding in their fluency notebook.
Students will set a reasonable goal
for with teacher for next
assessment. The students who are
not being assessed will work using
their indoor voice level in their
small groups or on the individual
work.
Assessment:
Friday
Whole Group:
8:30am 9:00
am
Small Group:
9:00am 9:30
Whole Group:
Reading
(30 minutes)
words they do not know. The

audiobook will help students with
their reading fluency. Next Fountas
and Pinnell Fluency Assessment can
be using Because of Winn-Dixie and
teacher will be able to compare
their wpm from their fluency
Notebook.
Audiobook:
v=28l2hXI6-aI
Small Group:
Guided Reading
(45 minutes)
the highest number will go

first. The other player will
draw a card and read the
question. The player who
question correct to place their
X or O.
Assessment:
through listening to students
discussions.
evidence.
- Middle: Correctly answer
seven to ten questions using
textual evidence for most
questions.
textual evidence for three or
less questions.
Individual Work:
Word Work
(30 minutes)
Activity: Readers Movie/ Discussion
Activity: Spelling Sentences
Teacher:
Students will watch 25 minutes of

Because of Winn-Dixie movie.
Students:
Will pick 10 vocabulary words
from chapters 1-9 the
34

EE 326: Autumn 2014
am
Individual
Work:
9:30 am
10:00 am

Students:
Teacher will ask two questions.

1. Why did Opal name the dog
Winn-Dixie?
2. In what way did Opal think she
and Winn-Dixie
Students are to turn and talk with a
partner will improve oral
language skills.
following word bank:

http://quizlet.com/34837186/b
ecause-of-winn-dixie-ch-1-9flash-cards/
Students are to write
complete sentences using the
vocabulary words.
Assessment:
sentences.
Assessment:
the group/individual participation.
Listening and observing their
fluency when reading.
All the activities allow for students with a reading disability to learn in a safe environment that will provide
them with materials that enhance their learning. In these activates there is use of audiobooks, eBooks,
and a movie that follows the book they are going to read. These aids are all visual aids that allow them to
feel comfortable completing the assignments. The audiobooks, eBooks, and a movie also promote fluency
to enrich their oral speaking skills. The book chosen for this group is at a lower level yet this will allow
them to clearly understand the vocabulary. There is also an activity called Vocabulary Hunters that allows
35

EE 326: Autumn 2014
them to move around the class. An important aspect in multiple activities is drawing. Drawing will create
a image in their minds that will help them retain the information and will thus aid their memory.
Red Group
(for all activities students have extra time to complete them, breaking up
material into numerous days, and include movement)
Common Core
State Standards
Common Core
State Standards
remain the same
as the rest of the
class for the red
group.
Monday
Whole Group:
8:30am 9:00
am
Quote accurately from a text
when explaining what the text
says explicitly and when
drawing inferences from the
text.
fluency to support comprehension.
CCSS.ELA-LITERACY.W.5.2
Write informative/explanatory
texts to examine a topic and
convey ideas and information
clearly.
Whole Group:
Reading and Writing
(30 minutes)
Small Group:
Guided Reading
(25 minutes)
judgments.
Individual Work:
Reading
(25 minutes)
36

EE 326: Autumn 2014
Quiet Bathroom
Break
9:00-9:05
Small Group:
9:05am 9:30
am
Quiet Water
Break
9:30-9:35
Individual Work:
9:35 am 10:00
am
Teacher:
Will define the reading strategy
of making inferences and will
given examples of how to look
knowledge to make conclusions.
Then read the Tomie dePaola
book The Legend of the Indian
Paintbrush.
Students:
Will have their reading journals
out and will write down the each
of reading strategy of making
inferences. Then students will
act out each strategy using
anything from around the class.
Assessment:
journals.
Tuesday
Quiet Bathroom
Break
8:30am -8:35am
Individual Fluency
Assessment
Fluency Notebook

Why did Despereaux break the rules
and why wont he renounce his
actions?

Students will all have a
medicine ball and they are
allowed to bounce on the ball
while they read. Or students
have the option of moving
around to any part of the
classroom to read.
What did Despereaux mean when he

said, I honor you, to Princess Pea?
How do you think Despereaux feels?
How do we know this?
Students:
Can get up, stand anywhere in the
room where they feel comfortable.
Students may also doddle.
Assessment:
content of their notes from the
discussion. Listening and observing
their fluency when reading.
Small Group:
Comprehensions
(40 minutes)
Individual Work:
Writing
(40 minutes)
Activity: Comprehensions Tic-Tac-Toe
Teacher:
37

EE 326: Autumn 2014
Small Group:
8:35 am 9:15
am

Quiet Water
Break
9:15am -9:20am

Individual Work:
9:20 am
10:00am
Assessment:
a specific need.
Wednesday
Whole Group:
8:30am 9:00
am
Whole Group:
Reading
(30 minutes)
Students:
Will play in partners. They will
determine who is X and who is O.
Then they will role the dice.
Whoever roles the highest number
will go first. The other player will
draw a card and read the question.
The player who rolled needs to
answer the question correct to place
their X or O. Once the student places
the X or O, both students will write
the question down and the answer in
their reading journal.
Assessment:
review the students journals.
Teacher:
Will place fourteen vocabulary
words from the first three chapter
of The Tale of Despereaux
around the classroom.
Students:
Will go around the room and will
find the vocabulary word. It will
be have the definition on one side.
Students will copy definition and
then will draw a picture to help
them remember the word.

- High: Correctly answer ten or more
questions with textual evidence.
- Middle: Correctly answer seven to
ten questions using textual evidence
for most questions.
-Low: Correctly answer five or less
questions and only using textual
evidence for three or less questions.
Small Group:
Reading and Writing
(25 minutes)
Activity: Partner Reading
- Read one page then switch reader.
Individual Work:
Word Work
(25 minutes)
Activity: Creative Writing
38

EE 326: Autumn 2014
Quiet Bathroom
Break
9:00-9:05
Small Group:
9:00am 9:30
am
Quiet Water
Break
9:30-9:35
Individual Work:
9:30 am 10:00
am
Thursday
Quiet Bathroom
Break
8:30am -8:35am
Small Group:
8:35 am 9:15
am
Quiet Water
Break
9:15am -9:20am
Individual Work:
Teacher:
Students:
inferences.
Individual Fluency
Assessment
Fluency Notebook
Teacher:

Students:
In pair students will continue to read
The Tale of Despereaux book. Then
they will write questions to be used
as discussion questions in the next
Guided Reading Group (next
Monday). They must include the
page number with where the answer
can be found in the text. The
question should be written in their
reading journal.
Small Group:
Word Work
(40 minutes)
Teacher:
Will show the students the
following video and explain
how fluency plays a role on
how the poem is read.
Poem: What Teachers Make
Students:
Will write a short poem
inspired from their group text
The Tale of Despereaux and
will record themselves
reciting the poem. They can
act out any part they wish to.
Assessment:
Teacher will collect their
written poems and will listen
and watch to their recitation
of their poems.
Individual Work:
Hands-0n
(40 minutes)
Activity: Vocabulary Pictionary
Activity: Scene Creators
Students:
Will work in small groups. They each
will chose three vocabulary words.
Then one at a time will act out the
vocabulary word they have. They can
draw anything to help their peers
guess the vocabulary word and if
absolutely necessary they can act
the word out.
Students:
Will pick their favorite part for
their group text The Tale of
Despereaux. Next they will
need to create the scene
using anything available in
the classroom. Students can
work at any space around the
classroom they feel
39

EE 326: Autumn 2014
9:20 am
10:00am

comfortable.
Assessment:
Teacher will check for group
participation.
Assessment:
a specific need.
Friday
Whole Group:
8:30am 9:00
am
Quiet Bathroom
Break
9:00-9:05
Small Group:
9:05am 9:30
am
Quiet Water
Break
9:30-9:35
Individual Work:
Whole Group:
Reading (30 minutes)
Small Group:
Fluency
(25 minutes)
Assessment:
Students will present their
favorite scene next week but
will have all the weekend to
complete it if they have not
finished in class. In class
students should be up and
out of their seat working.
Individual Work:
Writing
(25 minutes)

Teacher:
Students:
Students:
Will work in pairs. Then they will role
the dice. Whoever roles the highest
number will go first. Wherever they
decide to place the X or O, there is a
description of how they will need to
read ONE paragraph from The Tale
of Despereaux book. The
descriptions include: whisper, scared,
monster voice and emotions are also
voice.
Teacher:
Will place fourteen vocabulary
words from the first three chapter
of The Tale of Despereaux
around the classroom.
Students:
Will go around the room and will
find the vocabulary word. It will
be have the definition on one side.
Students will copy definition and
40

EE 326: Autumn 2014
9:35 am 10:00
am

inferences.
Assessment:
they read. I will be taking notes that
will be discussed with the student
the in the next minute Fountas and
Pinnell Fluency Assessment. The
observations will then be placed into
their Fluency Notebook.
then will draw a picture to help

them remember the word.
When thinking of the activities and how I wanted to make accommodations and modifications I kept
in mind the following: providing a lighter workload, always allowing extra time in assignments, allowing
students to work in small groups to promote social interactions, and always sought to increase movement.
Because the student(s) does not have significant academic delays they are reading the same book as
another group in the class. However, the workload is less, for example in a class activity instead of six
questions they have only three. I especially took into consideration the need to move and included a water
break and then a bathroom break. They are short but should allow students to then focus for a period of
time. Almost all the activities promote movement. Students also have the ability to move freely in the
room or to use a huge bouncy ball instead of their chair at their desks.
41

EE 326: Autumn 2014
42
i Independent reading level: The level at which the student reads the text at 98% or higher accuracy with excellent or
satisfactory comprehension (levels L-Z.)
ii Instructional reading level: At level L-Z, the level at which the student reads the text with 95-97% accuracy and excellent
or satisfactory comprehension; or 98% or higher accuracy and limited comprehension.
iii Comprehension is scored as follows: Excellent: 9-10; Satisfactory 7-8; Limited 5-6; Unsatisfactory 0-4
iv Best level for instruction after considering accuracy, comprehension, fluency,

and processing strategies.

LSI 346 Accommodation and Modifications Unit Plan

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Catalina Dvila: Classroom Case Study

EE 326: Autumn 2014

Catalina Dvila: Classroom Case Study

Placed at level P b/c of disfluent reading at Level

Catalina Dvila: Classroom Case Study

Scores do not show her @ level V for independent

Grouping for Ms. Davilas Fifth Grade Class

Catalina Dvila: Classroom Case Study

Level S: will challenge

Level U: will challenge all

Level Y: will challenge

Level S+: will

Step 3- Overview of Classroom Schedule

Character Facebook Profile

Catalina Dvila: Classroom Case Study

All the group.

Troy, Farah, Lisa, Jonathan,

All the group.

Reading Disability and Attention Deficit Hyperactive Disorder Schedule

Catalina Dvila: Classroom Case Study

Small Group One

All the group.

All the group.

All the group.

Small Group Two

Catalina Dvila: Classroom Case Study

Catalina Dvila: Classroom Case Study

Catalina Dvila: Classroom Case Study

Catalina Dvila: Classroom Case Study

Whole Group: Reading and

Small Group: Guided Reading (30

Individual Work: Reading

Activity: Readers Discussion

Continue reading The Tale of

Student will take their DEAR

Teacher lead discussion:

Catalina Dvila: Classroom Case Study

Individual Work: Writing

Activity: Comprehensions Tic-Tac-Toe

Activity: Poem Writing

Differentiation Example Two:

Catalina Dvila: Classroom Case Study

Whole Group: Reading (30

-Low: Correctly answer five or less

the character is correct to

Small Group: Reading and Writing

Individual Work: Word Work

Activity: Partner Reading

Activity: Recitation of Poems

Continue reading The Tale of

Activity: De-Bugging the Text

Activity: Letter to Character

Catalina Dvila: Classroom Case Study

following words on the board:

from Tuesday that is in their

Catalina Dvila: Classroom Case Study

Whole Group: Reading (30

-Middle: 4-5 paragraphs and

Individual Work: Guided

Activity: Fluency Tic-Tac-Toe

Activity: Interactive Read-Aloud

Catalina Dvila: Classroom Case Study

three types of connections.

Catalina Dvila: Classroom Case Study