When students experience intrinsic motivation, they are more likely to experience deep learning that is retained. This is in contrast to student learning that relies on extrinsic motivation, such as receiving grades or other tangible rewards. Wlodkowski and Ginsberg (1995) note that external motivation is difficult to sustain. In order for students to make sense of what they are learning and achieve intrinsic motivation to learn, teachers must focus on students' background experiences, what they bring to the classroom, and, most importantly, their culture (Wlodkowski & Ginsberg, 1995 ). Fisher and Frey (2012) suggest that a student's background is important to consider when determining text complexity. Wlodkowski and Ginsberg (1995) offer an intrinsic motivation framework that includes four conditions: enabling inclusion (everyone should feel welcome in the lesson), developing attitude (offering choices and giving students the power to decide what they will do) , enhance meaning (focus on meaning for individual students) and generate expertise (support the student based on their background and allow students to evaluate their own work). In the state of Pennsylvania, in fact, teachers are evaluated using the Danielson Framework for Teaching and being classified as "distinguished" means having a classroom in which students are intrinsically