After reading chapter 7 from the Tomlinson book and teaching in my classroom, I have realized that the famous "Yes, but.." statements are so very true. Especially in the fifth grade classroom,  the teachers are very focused on teaching for the FCAT testing. Therefore, it is easy to make excuses about differentiation and how there is not nearly enough time. The two statements that stuck out the most during my reading were, "I can't differentiate instruction because the standardized test is not differentiated" and "I can't differentiate instruction because I'm already too busy and have absolutely no extra time for planning." These are two statements that seem to be very evident in my classroom. It took Megan and I awhile before we knew which kids were on the 504 plan and needed accommodations. Every single day, all the students do the same exact assignment with the same exact amount of time given in the same exact teaching style. Instead, the students need to have the opportunity to learn in preferred modes because it will allow them to learn the content better and have greater confidence when testing. Also, our teacher does not need to take the time to do extra planning for the students that need differentiation instruction. Instead, it is important to plan lessons in a differentiated fashion from the outset. It is hard for Megan and I to know how to plan for differentiation because we have not had the true experience of doing so other than our own lessons. We have not had the opportunity yet to plan a weeks long set of lessons, so we are unsure of what our teacher does for their "accommodations." We are responsible for pulling one of our students out of class for at least 30 minutes to work on math and teaching him the concepts in a one-on-one manner. This is not always possible because times does not allow for Megan or I to leave the class for that amount of time. So, I hope we can come up with another system to long these hours.