Instructional/Environmental Modifications
	The procedures used to accommodate the range of abilities in the classroom, including students with disabilities, limited English proficiency, or bilingual students:

Students participating in this learning experience varied in terms of individual needs. The first and fifth grade classes involved were heterogeneously mixed. Some students, therefore, did have special learning needs. While none of the parts of this activity were modified completely for these students, small modifications were made to assist them. Both classes had the support of a teaching assistant in the room (1 hour per day for fifth grade, 3 hours per day for first grade). These assistants helped students as needed as they listened to the books, completed their written work (fifth grade only), and gave their oral presentations.

One 5th grade student required a different set of instructional modifications. This student had moved from Russia to America the previous year and still had relatively limited English speaking ability. This student worked with an English as a Second Language teacher and was given a great deal of peer support. This student also needed some assistance with academic tasks, which was provided by the support teachers working with the class.

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