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Modification: A & B

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Activity
Assessment
Intervention
Platform
Practice
Resource
Routine
Strategy
Supplemental Curriculum
Tool

Text Feature Find

Text Structure

Text Feature Find

Students identify various text features from an expository text
Grade Level(s)
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Fiction and Nonfiction Find

Text Structure

Fiction and Nonfiction Find

Students will listen to several texts and sort them based on their genre.
Grade Level(s)
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Character Connections

Perspective Taking Reasoning Text Structure

Character Connections

In this activity students compare and contrast characters in narrative/fiction texts.
Grade Level(s)
Cost

Word Why

Grammar + Syntax Reasoning Vocabulary

Word Why

Students answer questions that use target vocabulary, then share their reason for their answer by explaining the meaning of the target word(s).
Grade Level(s)
Cost

Homograph Hitch

Grammar + Syntax Vocabulary

Homograph Hitch

This activity engages students in identifying the meaning of common homographs.
Grade Level(s)
Cost

Word Dissect

Grammar + Syntax Vocabulary

Word Dissect

Students examine the meaning of words and their affixes.
Grade Level(s)
Cost

Summary Step-Up

Text Structure

Summary Step-Up

Students use story elements from a narrative/fiction texts to create a summary.
Grade Level(s)
Cost

K-W-L

Comprehension Monitoring

K-W-L

In this activity students monitor their comprehension before, during, and after listening to a story using a K-W-L chart.
Grade Level(s)
Cost

Character Consideration

Inference Perspective Taking Text Structure

Character Consideration

In this activity students identify characteristics of characters in a narrative/fiction text.
Grade Level(s)
Cost

Analyzing Aha Moments

Inference Perspective Taking

Analyzing Aha Moments

The Analyzing Aha Moments activity provides students with the opportunity to think about and discuss character’s feelings.
Grade Level(s)
Cost
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This resource requires the following modifications to explicitly target listening comprehension:
  • shift the burden of decoding/encoding onto the educator (i.e., the educator should read/write instead of the student(s)).
  • shift the avenue of critical thinking from writing to discussion (i.e., instead of students writing they should discuss).