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Modification: A & B

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Activity
Assessment
Intervention
Platform
Practice
Resource
Routine
Strategy
Supplemental Curriculum
Tool

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).
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Picture Cube

Grammar + Syntax Vocabulary

Picture Cube

Students roll a cube and practice describing the image that the cube lands on.
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Word Dissect

Grammar + Syntax Vocabulary

Word Dissect

Students examine the meaning of words and their affixes.
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Text Feature Find

Text Structure

Text Feature Find

Students identify various text features from an expository text
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Voice and Choice in Literature

Inference Perspective Taking

Voice and Choice in Literature

Students think and discuss the voices and perspectives represented within a text.
Grade Level(s)
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Word-by-Word

Vocabulary

Word-by-Word

Students analyze words and how they are related to one another.
Grade Level(s)
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Plot Plan

Text Structure

Plot Plan

Students describe the plot of a narrative text.
Grade Level(s)
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Meaning Map

Grammar + Syntax Vocabulary

Meaning Map

This activity engages students in describing target words and providing examples of the words.
Grade Level(s)
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Word Wake-Up

Vocabulary

Word Wake-Up

Sudents practice identifying synonyms for common words.
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Character Compare

Perspective Taking Text Structure

Character Compare

In this activity students will compare/contrast characters in fiction texts.
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 Consideration

Inference Perspective Taking Text Structure

Character Consideration

In this activity students identify characteristics of characters in a narrative/fiction text.
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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).