Adaptations Activity: Diverse Learners

Ashley Brodbeck, Alyssa Beaston, Molly Stehman & Ashley Kelly

Education 270

Dr. Myers

9/20/2020
Task 1:

Adaptations:

Jazayia:

In the lesson plan, the teacher is reading a book and wants the students to make silent

connections by standing up. For Jazayia, since she is a stage 1 ELL student, the adaptation for

her could be the teacher specifically pointing to the connection in the book that she could or

could not have. For example, in the book if a girl has brown hair, the teacher could point to the

girl’s hair, point to her, and hand motion for her to raise. As for the worksheet at the end, the

teacher can allow Jazayia to write in her own language instead of trying to write in English. This

will allow Jazayia to feel comfortable enough to share what she is thinking.

Jase & Ciera:

For Jase and Ciera, since both of them have speech IEP, the adaptations for them will mainly be

the same. Because of their speech IEP, the adaptations could go two different ways or both ways.

The two adaptations I came up with are allowing Jase and Ciera to write down their connections

at the end and have the teacher read them off to the class instead. Another adaptation would be

for Jase and Ciera to write down their answers and then read their answers aloud with the

teacher. So, the teacher could help Jase and Ciera one by one by reading out loud with them,

helping them sound out every word.

Ameila:
Ameila is a gifted student, meaning she needs an extension added on to the activity. Her

adaptation could be instead of drawing she could write a few sentences about the book that was

read aloud. She could write a connection to the book, explaining more how she connects to the

book.

Towson:

Since Towson has a learning disability, a few different things could be put in place. The teacher

could send a copy of the book home for him to look at and read a few days before reading it in

class. For the activity instead of having him write, we could put in an adaptation for him so he

can write one word, and then a picture that describes that word. For example, if he connected the

book with seeing a character with the same color eyes as him, he could write “eye” and then

draw a picture of an eye.

Task 2: Diverse Literature

Book 1 Title/Author: Just the Way We Are/ Jessica Shirvington

Learner’s Name(s): Ay’shia, Melanie, Ayden, Ayzeer, Lewis, Monica, Tiffany, Jazayia, Towson,

Jase, Roger, Ciera, Kennedy, Jaiaya, and Samir

Benefit Explained:

Just the Way We Are will benefit these children because it shows that all families come in all

different ways. For example one of the girls in the story has two dads.

Book 2 Title/Author: All are Welcome/ Alexandra Penfold

Learner’s Name(s): Kyle, Prisha, Ay’shia, Melanie, Ayden, Ayzeer, Mateo, Daniel, Samir,

Cyndia, Jazayia, Jase, and Roger

Benefit Explained: All are Welcome will benefit this group of children because it shows diversity

and multicultural. It makes sure that all children fit in when they are in the classroom together.

Book 3Title/Author: Perro Grande….Big Dog Perro Pequeño… Little Dog/ PD Eastman

Learner’s Name(s): Ayzzer, Daniel, Jazayia, Melanie, Ay’shia, Tiffany, and Jaiaya

Benefit Explained: For the ELL children in the class. This Spanish to English translation will

help these children by showing them their native language and then showing it in English will

help them better understand it. This book will also help the children that are below grade level in

reading because it is a simple book.

Book 4 Title/Author: It’s Okay to Be Different/ Todd Parr

Learner’s Name(s): Fiona, Prisha, Maggie, Ayden, Lewis, Samir, Cyndia, Towson, Jase, Allison,

Ciera, Kennedy, and Amelia

Benefit Explained: It’s Ok to Be Different is a great book for all the children who have some type

of lEP or learning disability. It shows the children to be proud of who you are know matter what

you look like.

Book 5 Title/Author: Sports Star/ David K. Park

Learner’s Name(s): Ay’shia, Ayden, Auzeer, Mateo, Lewis, Daniel, Fiona, Monica, Cyndia,

Jaiaya, Kennedy, Roger, Jase, and Towson

Benefit Explained: This group of children love some type of sport and Sports Star talks about all

the different sports and how he didn’t win at all of them.

Feature Book:Just the Way We Are by Jessica Shirvington

Literature Standard: Standard - CC.1.1.K.A-Utilize book handling skills.

Activity Described: As a class we will watch the movie Left to Right reading by Starfall. We will

then read the book Just the Way We Are. We will show proper book handling and how to read

from left to right. Then the students will practice the skill of reading left to right with a book of

their choice. Assist children as needed if they are struggling with turning pages or holding the

book.
Task #3 Strategies for Teaching

Strategy 1: Sheltered English Adaptations

Strategy summary:

Sheltered English Adaptation is the use of nonverbal methods to help both the

linguistically diverse student and teacher communicate together. Some ways to use this strategy

are drawings, pictures, and pointing at things. The teacher can also add pictures to works sheets

or have students make self-made books. Another way is to show pictures, audio, or a video,

before teaching, to prepare the students for the lesson. The purpose of this strategy is for the

students to have the ability to make a connection and understand the lesson with ease.

How will you integrate this strategy into the lesson plan?

Before reading the book Yoko, as procedure #1, I will share with the students that the

book is Japanese based and ask if anyone knows anything about Japanese people. The class as a

large group could talk about sushi and if they have eaten sushi before. If yes, what kind is their

favorite? If no, what is their favorite thing to eat?

Specific learners to benefit:

This strategy will benefit students that are reading below the grade level and ELL

students because it makes them more prepared for the book to be read and they will find more

interest in the story as they learn more about different kinds of foods.

How will the learners in this class benefit from the addition of this strategy to this lesson plan?

The class as a whole will benefit from this because talking about favorite foods will open

up opportunities for more friendships with common likes and dislikes. For example, if student A

says, “I don’t like sushi but my favorite thing to eat is chicken nuggets with ketchup and fries.”

Student B can continue the conversation with, “Wow! My favorite thing to eat is chicken nuggets
too. My mom buys me dinosaur-shaped ones.” This can even go as far and Student C saying, “I

have dinosaur-shaped nuggets at home, too. They are delicious!” and I’d hope that at that

moment, friendships were made over chicken nuggets.

Strategy 2: Use Authentic Messages

Strategy summary:

To use Authentic Messages is to use a text that is relatable and is important to the

students. A text or message that can help students make a connection to real-life events.

How will you integrate this strategy into the lesson plan?

I will integrate this strategy by adding an extra class activity. The day before the lesson is

given, I will host an international festival for my class. Each student will bring in a dish that

represents their culture. For example, Kyle could bring in sweet potatoes or Ayzeer could bring

in Mangú. I will write down the name of the dish and the location of the dish's representation on

a whiteboard for the class to see.

Specific learners to benefit:

Learners to benefit from this strategy would be the multicultural students. It gives these

students an opportunity to share something that others aren’t exposed to every day.

How will the learners in this class benefit from the addition of this strategy to this lesson plan?

Everyone can benefit from this addition because each of the students will be opening up

their taste buds to new dishes and learning that there are other cultures.

Strategy 3: Language Experience Approach

Strategy summary:

Teachers show their students how to correctly write from left to right, how to form letters

and to add space between words. Also shows students how to use punctuation and capitalization.
How will you integrate this strategy into the lesson plan?

I will integrate this strategy as procedure #3, by choosing 5 students from a “large group”

and asking them, “What is your favorite food?” I will write their answers on the board from left

to right, with correct capitalization and punctuation along with spaces in between each word in

the sentence. I will also repeat what the child says out loud. So that the students can hear the

answers they gave me.

Specific learners to benefit:

Any student that has difficulty in writing or speech will benefit from this strategy. Since

the teacher is getting the answers straight from the child. The teacher is able to reread the

answers to the students and repeatedly having the child read while the teacher read gives the

students practice. Also, the teacher will be asking students about their personal connections and

students will be able to practice their speech as they speak to their teacher.

How will the learners in this class benefit from the addition of this strategy to this lesson plan?

This strategy gives students the opportunity to practice their writing skills and their

memory and connection skills.

Strategy 4: Summary of Material Before or After Instruction

Strategy summary:

A summary before the instruction is having the students brainstorm what will happen in

the story. A summary after instruction is making sure the students understand what the story is

about.

How will you integrate this strategy into the lesson plan?

I will integrate this strategy as procedure #2, by talking to the class as a large group,

before reading the book. I will use the title and book cover as a start by asking the students what
they see and what they think the book will be about. After reading the story, I will integrate this

part of the strategy as procedure #6, the students will be assigned oral or written summaries to

make sure they understand the story.

Specific learners to benefit:

This strategy can benefit all students. Practice for students that have low reading levels

and a challenge for gifted students.

How will the learners in this class benefit from the addition of this strategy to this lesson plan?

The learners will benefit from this addition because it includes writing, speaking, and

listening.

Strategy 5: Image-Making

Strategy summary:

Image-making is also known as the “art practice” students will incorporate observation

and thinking skills by using images instead of words.

How will you integrate this strategy into the lesson plan?

After I have read the book, I will break students up into small groups and have each

group work on making a picture storybook. After their storybook has been made, each group will

share the book with the class. As the assessment, I will collect the storybooks, grade them as a

group and take notes for anything that the groups may have lacked so I can work with them on

the next lesson.

Specific learners to benefit:

ELL students will benefit from this strategy because they will not have to learn with the

complications of words, they just have to draw what they remember and give an explanation

orally.
How will the learners in this class benefit from the addition of this strategy to this lesson plan?

The learners will learn that communication is not only through writing but through

expressing themselves through drawing and speaking as well.