Lesson Plan Template for TLLSC Sequence 5

1. Introductory Information:

Your name Najiyah Bello

Grade level Fifth Grade Subject area(s) Reading Comprehension

Topic of lesson Reading comprehension skills; identifying the main idea of a text/developing summaries

Instructional Group and Today’s lesson consist of a whole class - interactive read aloud to the children’s book Intersection Allies: We Make
Strategies Room for All by Chelsea Johnson, LaToya Council, and Carolyn Choi with illustrations by Ashley Seil Smith.
Students will be directed to sit together on the front carpet where the educator will:
1. Introduce the text: During this, students will be questioned about the idea of having an identity and what
makes up your identity. For examples, the educator should list their assets that contribute to their identity and
allow for students to share theirs. What are you all identities? What makes you who you are? More so, allow
this time for the educator to explain the book title to their students. Raising your hand who has not heard of the
word intersectional? Who has not heard of the word ally? Begin to explain these words individually and then
pause to have students take a quess for its possible meaning together. Looking at the cover image, what guesses
do we have about the meaning of Intersection Allies? Lastly, allow students to make predictions based off the
meaning of the title, introduce the lesson topic (Main idea and summaries; How many of you have heard of a
main idea? Who can tell the class? How any of you heard of a summary? Who can tell the class? Any examples
of each or one?) and the objectives.
2. Read the Text: As the educator is engaging with the text, students will be asking connection questions, be
allowed time to talk with peers around them, individually reflect, and discuss any ideas, concepts, and words
that could be confusing or new to them. Additionally, while reading the text students will be asked to think
about recurring ideas or concepts presented in the text that could contribute to the main idea or helping build
their own summary for the text.
3. Discuss the Text: After discussing the text, students will have time to turn to 1-2 peers around them to discuss
 their reactions to the text. They will be guided to think about the main ideas presented in the text. After sharing
out the main ideas, students will be given post it notes (3) to post on sticky pads as they answer. Then students
will reform their groups and discuss a summary using the main ideas.
When the interactive read aloud is complete, students’ formative assessment will be the educator monitoring their
main ideas and summaries gathered in their partnerships. Each partnership will discuss and write their main ideas (at
least 2; one on each) on a post it notes and as each group is explaining they will stick their note on the class sticky
pad. After discussing their main ideas, students will regroup with their partner and on a different color post-it not they
will determine a summary for their character to be shared with the class. The educator will be mentally and verbally
excessing students’ explanations of their main ideas and summaries to ensure they align. Finally, as a final assessment
of students learning they will individually come up with summaries for the text as a whole.

Instructional Strategies:
● 5.3: Summarizing What’s Most Essential (Servallo, p. 136) - Part of building students understanding with their
objectives, students are going to be practicing and learning how to build summaries that stem from the main
ideas presented in a text. Student will learn how to focus on reoccurring events, symbols, etc. that reflect main
idea and should be a part of summaries. (i.e. for this text students should know the importance of Hijabi’s as it
plays an essential role to one of the main characters feelings, thoughts, and actions, students should know the
importance of historical protest/events/social issues this book presented, students should speak on ableism *as
many could not know what this means*, etc.) What are some important things that happened in this text? What
happened in the beginning? What happened in the end? What issues were brought to light?
● 5.11: Tell What’s Most Important by Making Connections to the Problem (Servallo, p. 144): This text is
about multiple stories and perspectives many individuals of diverse race, abilities, life situations, experiences,
etc. go through. It reflects themes of bravery, perseverance, acceptance, etc. To get students to understand why
this text is important and reflects real world issues, it is important to tell them about the content around many
events presented through the images of the text. For instance, the text does not talk about it but it shows an
individual holing a sign of “Love Wins”. Students should know what this is referring to and its significance to
the overall message of the text. This extends to the students understanding the multiple identities
emotions/feelings. What might theHhijabi woman be feeling? How might the person leaving their home be
 feeling? What is something you really love and how would you feel if you were forced to leave it behind? Or
told you could never have it again? What is the overall ending solution to their stories? Are they happy? Are
they sad?
● 7.8: Feelings Help Us Learn (Servallo, p. 201) - During this interactive read aloud, students will be
encouraged to think about how the main character(s) are feeling. How does this character feel compare to this
character? What would they share in common? What is different about them? How would you feel if…? Could
you imagine if…? When was a time when…? What did you learn in that moment? What could the characters
have learned? What was their response? What is your response?
● 8.11: Add up Facts to Determine Main Idea (Servallo, p. 232) - the topic of today’s lesson focuses on students
drawing main ideas from given evidence, concepts, and smaller ideas in the text. To do so, after reading a few
sections in the text, students will discuss and go over the events that occurred and why they could be important
to develop main ideas. What did you learn after reading those paragraphs? What are some facts that we
learned? Do they have anything in common? What can we say about the main idea?

References ● Intersection Allies: We Make Room for All by Chelsea Johnson, LaToya Council, and Carolyn Choi with
illustrations by Ashley Seil Smith
● Reading Strategies Book; Your Everything Guide to Developing Skilled Readers by Jennifer Serravallo
● https://fpblog.fountasandpinnell.com/what-is-interactive-read-aloud

Purpose/Rationale/ This lesson is meant to be taught with fifth grade students who have developed a strong/intermediate level of decoding
Academic Language word strategies from previous units and school years. This lesson population is targets for students of diverse races,
ethnicities, of all gender identifications and learning needs. Students in this range, should be using their decoding
strategies to now focus their learning on understanding text through developing comprehension strategies. Essentially,
the comprehension skill students are practicing is determining main ideas and learning to build short summaries based
on finding main ideas. So, in this case, students will be needed to decode words and word meanings in order to
develop main ideas to contribute to developing summaries for the given text. Hopefully, based on the student’s
individual comfort levels, this text will allow students to feel comfortable sharing theirs or known family members
experiences dealing with the issues that are presented in the book (As well as the educator, will share any relatable
stories or experiences with their students). Additionally, students should know how to refer to the text to gather
evidence or at least have acknowledgement of using textual words to help explain their thinking’s. Students will need
to know this skill to help them build their main ideas (This will also be modeled by the educator). In the end, students
will need to put all these skills together to gather an understanding of the text.

The learning objectives presented are appropriate for a fifth-grade level reader, because they world to reinforce
previous skills like decoding words, determining key ideas/evidence, and using text to build reason that aligns with
building new strategies like building summaries and determining main ideas. Thus, to constantly build students
reading comprehension.

The lesson instructional strategies work to directly ensure students are hitting skills that build to figure out main ideas
and developing summaries. The strategies ask for students to think critically about character(s) emotions and reactions
as it relates to each other and the setting. Students are encouraged to use their background knowledge, each other, and
the text to better understand it. Lastly, this lesson would work to build into students beginning to think about authors
purpose to which a skill they would work on in the future. When students are able to understand authors purpose of a
text, they would be better able to choose books that cater to their personal desires.

Considerations for vocabulary and academic language are as followed:

The vocabulary words to be addressed in this lesson are nay possible unknown words that are associated within the
given text. Based on classroom and student’s needs, the possible words that should be prepared to discussed on
individual preference are as followed: intersection (intersectionality), ally (allies), witness, trait, unique, passion,
define (as used in the context of the text “...but it doesn’t define me”), stability, precious, frills, hijab (bring in
cultural awareness), hatred, adorned, casual, flair, equality, pride, solidarity, savvy, thrive, secure, entrepreneur,
span, grace (as used in the context of the text “..they welcomed me with...grace”), refuge, intrusion, origins, biases,
and norms. To prepare for these words, the educator could have giant cards with the word, child friendly definition,
and example(s) to refer to as they show up through the text. For instance, students are most likely not going to know
the meaning of savvy. Therefore, to prepare I will have a card that says savvy, have the students repeat the word,
repeat the word as it is used in the text “My language and savvy allow us to thrive”, then explain that for someone to
be savvy, they are smart, they understand things, intelligent, and then I will have one or two students tell me what they
 are savvy at: “I am savvy at sewing blankets”. Concepts that should be addressed are (not limited to): Black Lives
Matter (Black historical context , Pride (Trans Lives Matter & Love Wins), Say Her Name, Indigenous
awareness( Native American historical context), Muslim awareness (Muslim historical context), Espanol
(Spanish), immigration, emigration, and Korean awareness (Asian Lives Matter). Depending on educator choice,
the educator can speak about these issues or provide video clips, information guides/packets for the students to refer to
as reading past each issue, etc. Allow this time for student to input their own thoughts, questions, emotions, etc.
However, before expecting them to, the educator should input their own emotions, thoughts, experiences, etc.

Other than the possible vocabulary words and content in the text, students would need to be taught the word summary
and how to draw main ideas. To teach students the word summary, the educator will provide a definition if the word,
synonyms like wrap up, outline, etc., connect the word to real life ideas like asking the students to tell me what we did
in class yesterday or what their bedtime routine is (without going into detail), etc. and using their responses the
educator would explain that their overview of what they told me is a summary of what they did. It did not go into
detail, it was short, simple, and to the point, which is what a summary is. To build students’ knowledge on finding
main ideas, I will tell them that the short points they told me about their routines or what we did in class the previous
day are the main ideas. I would explain that main ideas are the “giant” points that are focused on. Another example is
relating it to the day’s lesson. For instance, today we are learning how to develop summaries because the main idea of
this is building our reading comprehension. Lastly, of course students will need to understand the importance of
comprehension. Therefore, as a little recap students should be able to explain why comprehension is important for
reading, before beginning the lesson.

2. Standards: Include those that apply to this lesson, but limit these so that you have an instructional focus for this specific
lesson. There should be one from each section below as indicated.

CCSS ELA CCSS.ELA-LITERACY.RI.5.2

Standards Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
 3. Objectives:
Content objectives:
1. Students will be able to use textual evidence from the text Intersection Allies to determine two main ideas with 80% accuracy.

2. Students will be able to briefly summarize the text Intersection Allies with 80% accuracy.

4. Assessment

Content Objective 1 Students will be able to use textual evidence from the text Intersection Allies to determine two main ideas with 80%
accuracy.

This is going to be assessed by the following:

Two - Partner Grouping Activity w/ Post it notes: This objective focuses on how students use textual evidence that is directly written in the text
Intersection Allies to form two main ideas with their partners. It tests, to their extent, their abilities to understand what details and other context
written by the author is important to note and which is not in order to focus on main ideas within a section. Students will be given two post it notes
and an identity story and asked to focus on building two main ideas of their persons stories by using evidence from their section. For instance, in
the text we are given the story of Gloria. From her short narrative, the two main ideas I can draw is that: She know how to speak Spanish ( to site
my evidence of this I would highlight or circle her Spanish) and I know she is smart/hard working (to site I would circle the word savvy *students
can use vocabulary words as evidence as long as they can properly explain the word as it relates to their story* and/or I can circle or highlight her
explaining about where she works, and/or I can use the image of her working). -- I would write one on each post it notes. During this time, I will
be listening to groups findings and discussions to ensure they are on the right path however, afterwards we will regroup and each group will come
up to the sticky pad, place their sticky notes under their assigned character and explain their findings/thought process of how they came to each
main idea. When calling up each group students will be asked to read their section to the class (each partner taking turns) and then they will
explain their main ideas. After each main idea, peers will have a chance to respond to one another (if there are repeated groups, have the next come
up and explain their main ideas Are they similar? Are they different?)

In the process of students reading and explaining their given character main ideas, I will be verbally assessing their ability to use detail in the text
to build an accurate main idea. More so, students will be asked to give me a thumbs up, to the side, or down after each story to see their
understanding levels and answer any clarifying questions. I would know from their questions or thumb responses if they understood the page
vocabulary, the main ideas, the story, and the explanations given.

Content Objective 2 Students will be able to briefly summarize the text Intersection Allies with 80% accuracy.

This is going to be assess by the following:

Individual note card activity: This objective focuses on the students’ ability to form summaries given the main ideas that they had pre-determined
in groups. For this assessment, each student will be given a note card and asked to form a summary of the book referring to the main ideas that that
we discovered as a class. Before doing so on their own, it will be modeled to the students of how to form a summary. For instance, continuing with
Gloria story, we came up with the main ideas that she is able to speak Spanish and that she is smart and hardworking. So, to summarize Gloria’s
identity, I would say: Gloria is a 7-year-old young Hispanic girl, who knows how to speak Spanish and works very hard with her mother to
achieve her dreams of being secure. That is her identity summary that I took from the main ideas discovered in the text. Students will then work to
build their own summaries based on the main ideas they discovered from their given character. In the end, students will be asked to write their
names on their cards and to put it under the correct character they had. Then I will be able to go over their main ideas and connect it to their
summaries written.

In this process, which students show an intermediate or strong understanding of building main ideas and using them to form summaries and which
students could use additional reinforcements. The note cards would not be shared with the rest of the class, it is simply for the educator knowledge.

5. Materials

● Text:
○ Intersection Allies: We Make Room for All by Chelsea Johnson, LaToya Council, and Carolyn Choi with illustrations by Ashley Seil
Smith
● Worksheets/documents:
○ Educator will need to determine how many partnerships there would be based on class size and would need to determine which
stories/identities they will be working with to print them out for each partnership (or print out alL stories and have students choose
 their story they would have to focus on with their partners).
○ Possible packet or information about social issues presented in the text for students to follow along with.
○ Post-it Notes
○ Note cards
○ Sticky chart
● Stationary:
○ Pencils
○ Highlighters
● Students’ Modifications:
○ Claire = materials necessary around the classroom of her choosing
○ Daniella = Note packets and supplemental auditory devices

6. Procedure

Initiation ● Good evening, Readers! I hope you are all ready for an exciting day of reading! You all have been working so hard this
year and in all your schooling years that I believe this lesson is going to be easy peasy!! But, have no fear if it does not
seem easy today, I promise you all will be looking back and saying, pst I can do that! So, let’s all gather on the carpet
with something hard to write on and a pencil and highlighter.

● Today we are going to be continuing to become strong readers by working on learning new comprehension skills.
Raising your hand, who can tell the class why reading comprehension is important? What have you heard the word
comprehension from? What are some comprehension skills we have already developed? What does comprehension do
for our reading abilities? Reading comprehension is important because it allows us to gain a better understanding about
what we are reading or something we are trying to learn. How many have read something and did not understand what
you read at all? How many have participated in a sport, art activity, piano or instrument lessons, etc. that you did not
understand? I know I have and so I had to go back and use some reading comprehension skills to help me and so that is
what we are going to be doing today.
● Comprehension is so important because think about it as babies we all had to learn how to count numbers in order to
help us correctly add, subtract, divide, and multiple right. And to understand those we had to understand how to count.
What are other non-school related things we had to understand how to do? We had to understand please and thank you
right because it's important to be polite and have proper etiquette when talking to those who have a lot of power like the
president or a celebrity or even your parents and grandparents. In the case of reading, comprehension works in the same
way, we have to understand the words on the pages in order to understand the full text. So previously in past school
years you all words on word decoding by learning about word identification strategies. What are some word
identification strategies? There are using context clues with the little information that are around the unknown word,
then you analyze the word by decoding its syllables or prefixes and suffixes, constants, and so on there are many word
identification strategies. But you all are experts, so you know this!!

● I have brought in a book that is very special to me and that I love reading all the time and we are going to be using my
favorite book that hopefully becomes some of you all’s favorite book to work on identifying main ideas and building
summaries. By giving me a thumbs up, to the side, or down, how many have heard of main ideas? A main idea is
something or a few things that kind of is the center point of something you have read. So, say if i was reading about
baseball and it focused on a famous player the main idea of that would be the player but then when I go into talking
about what the text was saying about that player, I am giving you all a summary. A summary is a brief, overview of
what you have read. And it stems from the main ideas you figured out. Can _*student name*__ tell me what you did
yesterday? What _*student name*__ just told me was a summary of their day. They did not focus on too much detail in
one place, they kept it short and to the point. So, in their case their topic is what they did yesterday, the main ideas were
the summarizing points that really brought their day together. Does this make sense? Any questions? Don’t worry we
are going to be gathering more practice!

● Today, the comprehension strategies we are going to be focusing on is main ideas and summarizing. There are many
comprehension skills. No one way is the right way! Other skills include drawing connections, using your background
knowledge, determining the purpose, evaluating the text, asking questions, drawing inferences, making predictions, it’s
so many and we are going to go over all of them within time!! Our objectives for today are: Students will be able to use
textual evidence from the text Intersection Allies to determine two main ideas with 80% accuracy and Students will be
 able to briefly summarize the text Intersection Allies with 80% accuracy.

Lesson 1. Introduce the text:

Development ● So, how do we determine the main idea? Any guesses? We can determine the main idea by focusing on first the
topic of our text. The topic is a huge indicator of what the text is going to be talking about. Often the topic is
found, where? Is it in the title? Is it in the first sentence? Is it in the last sentence? Is it in the middle of the
paragraph? Often the topic is found in the title. So, let’s look at the title of our text today. Our title is
“Intersection Allies” Repeat after me: “Intersection” *class* “Allies” *class* “All together please” *Class* I
know for me; I have never heard of these words. Who is with me? So, we would need to decode these words,
right? Why is decoding important? Decoding words help us determine word meanings to then help us better
comprehend a text.

● So, using my decoding skills, I am going to break the word down and I see the prefix “inter” which means
together or something that is common in groups. And I see the word “section” is if something is a section it is a
piece of something bigger. Hmm…that kinds of doesn’t help me determine the word so maybe I can think of
something in my own life that reminds me of the word. Most of you do not drive yet, but when cars come
together at one place it’s called an intersection. You know where the lights are and usually stories and cars are
in all points. Using my background knowledge, I can come to understand that an intersection is a point where
things come together at a common place. Then I see the word allies. Where could we hear allies from? I think of
wars and how wars get allies form other countries right? Different people and groups. So together my
understanding of Intersection Allies is a group of different individuals coming together in one common area.
Does that make sense? Any question on that? How did I get to it?

● What is printed on the cover of the text? What do you see? I see individuals who are dressed up differently
maybe in their cultural tradition clothing (How many of you dress in traditional culture during special
events?)...who are smiling...I see different skin colors or in other words I see individuals who are representing
diverse races….representing different cultures and ethnicities...who are representing disability needs. But they
are all happy they seem to hold their arms open to each other. Maybe as a sign of being welcoming and
 accepting. If I open my arms toward *Student name*, isn’t that inviting her to hug me? Why might they want to
hug each other? What other predictions can we make about this story?

● So, based on the title and the image, I ask myself what’s the possible topic of this story? I think this story is
going to be about multiple people of different races, ethnicities, needs, and overall life experiences, showing
acceptance to who are they are and each other. I say this because looking at the front cover the title, we came to
determine is about different groups something together in a common place, we see many are smiling, and they
seem to walk to hug each other and celebrate. Any questions?

● How many have heard of the word identity? Take a guess what does identity mean? What is some examples you
can use to explain? My identity or what I identify as is an African American female, a teacher, a daughter, a
lover of bunnies (an owner of a bunny), a sister, hard worker, etc. Your identity is what makes you who you are.
In the story we are going to come across the word “unique” Can we say unique as a class? *class* And for
something or someone to be unique, who are one of a kind, you are special, you cannot be replicated or have
two of you. Each single of you are unique, every human in the word is unique because we all have different
identities. And identities are like things that make us who we are. We can share common identities like for
instance *Mrs.___* and I are both teachers but, we are separate and unique in how we teach our classes. Any
questions? What are you all identities? What makes you who you are? Why do we think being unique is
important? Keep this in your minds as we read.
● Read the Text: As the educator is engaging with the text, students will be asking connection questions, be
allowed time to talk with peers around them, individually reflect, and discuss any ideas, concepts, and words
that could be confusing or new to them. Additionally, while reading the text students will be asked to think
about recurring ideas or concepts presented in the text that could contribute to the main idea or helping build
their own summary for the text.

2. Read the text:

● Slowly begin reading the text, stop after the first line. I see the word witness. Witness is like being able to see or
watch something so it’s like another way of saying “look at” or “watch”. So, the first line is just telling us to
 look at or watch the group of friends who lives are “bold” meaning to be out there to be outstanding or amazing.
*Continue reading and stop at unique* What does unique mean again? So, we see as explained we can have
common likes or as the book put “traits” which is another word for identities or things that make up us, but we
are all still unique. For instance, *student name* both are students but *student name* has black hair while
*student name* has brown hair. *Continue reading and stop at passion* What does it mean to be passionate
about something? Are we all passionate about reading? Do we all love reading so much that we just want to do
it all that time? I know I do, to be passionate about something or to have passion means to be strongly in love
with it, so want to always do it over and over because you enjoy it so much. What something you all enjoy
doing so much that you can do it over and over and never get tired? What are they doing in the image? What
are their emotions? What would they share in common? What is different about them? Did we learn thing so
far? *Continue reading*

● I see the word define. In this section of the book define is being used in a way as saying that her being in a
wheelchair is not her identifier, it’s not what controls her identity, it’s a part of it but it is not only it. What is she
telling is her identity? What is she playing? How does she describe her playing? Does she move around slow?
What are learning from her? Is her wheelchair holding her back? How do we know? *Continue Reading*

Continue with students decoding words, asking clarifying questions, connecting the text to their personal lives, and
drawing in on their own experiences.

3. Discuss the Text:

● Now that we have gone through the entire text and decoded words and discussed each story, let’s go back to one
story and try to determine the main ideas. I am going to choose the story of Gloria. From reading her short
narrative, the two main ideas I can draw is that: She know how to speak Spanish. I know this because, in the text
it says *reread the text*and I know she is smart/hard working because *reread the text* I also know this because
she describes herself as being savvy, she describes how she world with her mom to achieve her hopes and
dreams and looking at the picture she is working and showing off her grades. So, on one posit note I am going
to write my first main idea and on my second I am going to write my second main idea and then I am going to
 put them under the label of Gloria. Any questions?

● Now I want to determine a summary to write for Gloria’s short narrative using the main ideas that I found. So, I
would say: Gloria is a smart, 7-year-old young Hispanic girl, who knows how to speak Spanish and works very
hard with her mother to achieve her dreams of being secure. That is her identity summary that I took from the
main ideas discovered in the text. Does that make sense? Who can retell how I found my main ideas? Who can
retell how I go to my summary? Any other questions?

● Now, in partner pairs I want you all to follow the similar steps that I took to finding the main idea of another
character in the text. So, partner up, and then I will give you all your post it notes and afterwards keep your
post-it with you because you are going to be sharing them with the class before posting them up on the sticky
chart *Allow students about 5-7 minutes to work with their peers. More time if permitted or needed. * What
main ideas did you come up with? How did you draw to those conclusions? What evidence in the text led you to
it? What did you highlight?

● Now getting back into partner pairs determine what your character summary would be and write them your third
post-it note and put it under your initial main ideas. How did you come up with your summary? What main ideas
did you use? What additional information did you use?

● Are there any other clarifying questions? How are we feeling? Give me a thumbs up, to the side, or down.

Closure ● Now that you all have practiced developing main ideas and summaries for your individual characters in groups, I am
going to be giving you all notecard. On these notecards, I want you to use all the knowledge that you have gathered
from your peer’s work, everything that I have told you, and everything you did in your group work to develop your own
summary for this text. I want this to be done individually and when you get done, make sure your name is on your
notecard and turn them in at the corner of my desk.

● Before beginning lets us remind ourselves of what we worked on today. What are main ideas? How do we find them?
 What are summaries? How do we develop them? Who can summaries what we did in today’s lesson? Begin your work
on your notecard summaries!

7. Modifications/Differentiation

Student 1 Daniella W. Student’s Instructional Need: Auditory Impairment

Modifications:
To attend to Daniella’s needs, she will still be actively involved in the lesson however, it would be through pictures and more connection with text.
Additionally, she would be provided written explanations of what is being said, availability to computerize voice recording that will be able to type
words that are being said or vocally express her written thoughts to the class. Daniella is always encouraged to participate and will be equally
called on for input to address questions that are being posed to the class. Depending on the level of her auditory impairment, i.e. if she is fully deaf
and is unable to communicate in a way that is understandable to her peers, she will be able to type and have her thoughts vocally expressed through
a computer.

● Interactive read aloud: Daniella will be supplemented with note sheets on what is being taught on the carpet for her to read and refer to
when needed. --- As we are going through the narrative, Daniella will be given her own copy of the book to read and follow along with.

● Partnership activities: Daniella will still be working with her partners for the text Intersection Allies being that the text includes words and
pictures. Again, she will be able to read what her peers are saying through her interactive voice recording and be able to participate by verbal
expression herself or through the computer. -- directions for the partnership activity will be included in her note sheets.
● Formative Assessment w/ Note cards: Daniella will be able to actively participate during this activity with her peers. -- No needed
modifications.

Student 2 Claire P. Student’s Instructional Need: ADHD (Attention-deficit/hyperactivity disorder)

Modifications:
Claire has trouble remaining attentive during long class instruction, she needs to be able to move around once in a while or she will become
distracted and easily agitated. Therefore, it is essential to provide her breaks throughout instruction and times to move around and be a little active.
To cater to her needs, throughout the day she will be asked to help with little task like collecting extra packets or passing out packets, notecards, or
post-it notes to her peers, walking around the class to ensure all her peers have their materials (if not she would kindly remind them of the materials
needed), additionally, students will be allowed a stretch break after the whole group mini-lesson and partner activity before beginning their
notecard activity.

● Interactive read aloud: Claire is welcome to move to different points of the rug, as long as she is not distracting her peers, in order to allow
her to stay attentive during the lesson. She will have a time limit set of how long she has to stay in one spot before being allowed to move.
Before beginning the text, she will be allowed to get a drink of water or to move to a different spot in the classroom, if desired. Additionally,
after the entire lesson is over, all students will be able to take a short 2–3-minute break before working individually at her desk.

● Partnership Activities: Claire and her partner would be able to choose alternative spots around the classroom to work. If Claire does not
want to work with a partnership, the educator will be working with her and assisting her on the given task. To allow for movement, Claire
will be able to find common items around the classroom that relate to one main idea for instance, gathering things around the class that
would represent her identity and we will work together to develop a summary for her to gain practice on the days lesson.

● Formative Assessment w/ Note cards: Claire sill be allowed to collect student notes cards to put on my desk other this, there would be no
other needed modifications.