They were given an article and had to underline what they thought was important or significant. Then, as a class, we went through paragraph by paragraph and discussed what we underlined. The students explained to Ms. Sottoriva why they thought it was important and what it meant. I followed along with the students and was impressed by the answers they gave. Ms. Sottoriva also told the students what she underlined, so they can underline it if they haven't already. I really enjoyed this activity because it helped the student's understanding. Students had to think about what is important and what it means if they don't understand it. The students also worked on terms found in the literature. They were given a quiz in which they had to match the term to the definition, identify five types of conflict, and label the structure of a story. Ms. Sottoriva's cooperating teacher gave me a copy of the quiz to show me how she differentiated the quiz for special education students. I know we need to differentiate our lessons, but I hadn't thought about differentiating a quiz before. This helped me see where all the students are in their learning and what they are capable of