Positive content addition modifications
Country and teacher code (modification number)	Evidence	Explanation
Kenya K1 (mod 203)	Added discussion of “f” and “p” letters and sounds, reviewing material covered the day before	The teacher added content to the day’s lesson. It was helpful to remind the students what they learned on the previous day.
Uganda U7 (mod 455)	Asked questions about the title, when the teachers’ guide said only to read the title	During pre-reading activities, the teacher asked the children questions and had them make predictions about the story based on the title. This additional content added to the children’s comprehension.
Malawi M4 (mod 150)	Asked the students to answer in full sentences, even though the teachers’ guide did not specify how the answers should be given; used teaching aids for rice and other words	During a reading comprehension exercise, the teacher added to the content by instructing the children to use full sentences. The teacher also aided comprehension through the use of teaching aids.
Negative content addition modifications
Ethiopia E4 (mod 53)	Added many additional words to the activity. The added words were fe'e, sa'a, ge'ee, and ga'ee. The children struggled to copy them successfully	During a segmenting activity, the additional content the teacher added was not helpful, as it extended the length of the activity. The students were struggling with the new words.
Uganda U7 (mod 442)	Had the students do a song and dance in the middle of the lesson	During a fluency and reading comprehension activity, the teacher introduced a song and dance. This harmed the flow of the lesson.
Uganda U4 (mod 352)	Did an icebreaker that stopped the lesson; had the students stand up and do a song with hand motions	The added content was unrelated to the material in the activity. This modification was categorized as negative because it interrupted the flow of the lesson and did not add anything meaningful.