Adaptation Project

Student: Ricky
Age: 15
Grade: High School Cross Cat (ILS)
Curricular Adaptation Area: Reading/Writing (Spelling)

“CAN DO”
Cognitive:
Ricky’s academic skills are between kinder to 1st grade
Rick is able to recognize letters correctly
He can write his name
Ricky is able to decode and sound out individual letters in a word
With help and guidance can add using manipulatives

Communication:
Ricky is able to communicate his wants and needs
Ricky is very social and likes to interact vocally with his peers

Physical:
Ricky is able to see without corrective lenses
Ricky is able to hear without hearing aids

Affect:
Ricky is able to independently show and process emotions and feelings. He smiles,
cries, gets angry, laughs, and is a friend to all.

Mobility:
Ricky is able to move independently around by himself without any assistance
 Adaptation for Ricky

A. Describe the lesson including a description of the

environment
The students will work with a peer in the classroom to discuss their
ideas and what they need to include in the letter. They will then
independently compose a letter to a friend describing their plans for winter
break.
B. Provide a detailed description of any barrier(s)
Ricky does not have adequate phonemic awareness and is unable to
spell or sound out words independently and therefore experiences difficulty
reading and writing.

C. Describe the adaptation and how it will eliminate the

barrier
The adaptation is Let’s S-P-E-L-L file folder that will allow Ricky to
interactively work on both sight word and spelling practice, as well as work
on the same writing assignments as the rest of the class. He will be able to
identify the correct letters to match the provided word in the clear sleeve
and place each letter on the velcro.

D. Write an observable/measurable goal for the student

that integrates the use of the adaptation.
Using the spelling file folder, Ricky will be able to correctly choose
from the provided letters to create a given word 80% of the time during
writing instruction.

E. Rationale:
This adaptation would be a good match for Ricky because
although he can identify letters correctly, he needs additional
 practice spelling, writing independently, and sounding out
words, which this spelling file folder will allow him to do.

F. Data collection form

 G.Describe the specific contributions made by team
members
Aide: An aide will be assigned to assist the student while also walking
around assisting other students. The aide will assist/support as needed
providing ample waiting time.

Teacher (special & general education): Instructional support will include the
task analysis, the development of an assessment tool to measure success,
consultation with all team member to provide a coordinated effort.

Parent: Parent will work with the student at home to practice using
adaptation to spell, learn sight words, and write independently.

H. Provide a task analysis of the activity/lesson using the

adaptation

I. Get a Let’s S-P-E-L-L file folder from the basket

J. Gather rest of supplies (i.e alphabet letters, sight words)
K. Find a seat at a desk
L. Open the file folder
M. Take alphabet letters out of baggy
N. Look at each word
O. Gather correct letters for the chosen word
P. Complete spelling the rest of the provided words
Q. Raise hand
R. Wait for a teacher, assistant, or parent to check work
S. Put materials back where you found them

T. Needed materials, cost, purchasing information

Amazon is amazing, but I would recommend checking the Dollar Store
first!!
-AmazonBasics AMZ401 File Folders - Letter Size (100 Pack) – Assorted
Colors ($13. 03)
-Scotch Thermal Laminator Combo Pack, Includes 20 Letter-Size
Laminating Pouches, Holds Sheets up to 8.5" x 11(TL902VP) ($35.99)
-Scotch Thermal Laminating Pouches, 8.9 x 11.4-Inches, 3 mil thick,
200-Pack, Clear (TP3854-200) ($23.99)
-Darice 1095-55 Hook and Loop Strip, 15-Feet, White ($5.99)
-Vkey 500pcs (250 Pair Sets) 20mm Diameter Sticky Back Coins Self
Adhesive Dots Tapes White Compatible with Hook Loop ($8.99)
-Astrobrights Colored Cardstock Paper ($8.94)

Self-Evaluation:
I originally placed the alphabet letters all on one sheet, which turned out to be over
stimulating for Ricky. For the final adaptation, I made sure to put fewer letters on the
page for the over stimulation. He really enjoyed working with him on this and watching
him successfully spell out sight words.

The above picture is of the adaptation being used as an interactive, independent way
for Ricky to practice spelling. He began quickly after I modeled for him what to do. Sight
words and spelling are really important in any classroom and this adaptation is a way to
practice both. Additionally, Ricky will use this adaptation to practice writing more
independently.
 Lesson Plan
Name: Letter To A Friend
Setting/Grade Level: High School ILS Classroom
School: N/A

Cooperating Teacher: N/A

Subjects: Writing
Date:

1. Learning Goals/Objectives
What student learning Which indicators of the Arizona
goals/objectives do you have for this content standards does this lesson
lesson? address?

The objective is for students to N/A

compose a legible letter that includes
what they are doing over the holidays
and any other relevant information
pertaining to their letter to send to a
friend.

2. Methodology
What instructional strategies will you use?

Constructions Library Research

X Cooperative Learning X Peer Editing

Discussion/Questioning Practicum

Problem Solving Field Study

Reflection/Response Graphic Organizers

X Independent Learning Role Playing

Laboratory ​X Viewing/Listening/Answering

​X Practice/Drill Experiment

​X Lecture Discovery

Reporting Journal

Simulation Other:

Why did you choose these strategies/methods?

Each of these methods has been chosen for the classroom lesson because they
are related to the activities objective. Students will be working with their peers
who may be at different levels of ability while working on their writing, they will
also be engaging in independent work, peer editing, and using this activity as
practice in spelling, vocabulary, and writing. All students will watch as the teacher
lectures and models instructions for them. Students will have the opportunity to
look at the example and ask questions if needed.

How will you group students for instruction?

Students will be working with their table groups (2-4) students to share ideas,
discuss what their plans are for the break, and then return to their seats to write
the letter independently.
List below your activities/steps including how you activate background
knowledge, gain student attention (set induction), demonstrate processes
and desired outcomes (modeling, guided practice, independent practice),
and bring closure to the lesson. Also, articulate how you will evaluate your
lesson/determine if student learning occurred.

Objectives:

The objective is for students to compose a legible letter that includes what they
are doing over the holidays and any other relevant information pertaining to their
letter to send to a friend.

Resources:

Teachers
Aides
Examples of personal cards
Youtube video of writing a card
Brainpop.com
 Activity/Step Time Allocated

-Activate prior knowledge by asking 5 minutes

students if they have written or received
a card/letter before

-Students will raise their hands to show 3 minutes

whether they have or not

-Show students any holiday cards the 2 minutes

teacher (myself) have received

-Write on the board the parts of a letter 3 minutes

based on students cognitive level

-Demonstrate an example of a letter 7-10 minutes

and have students watch/ask questions

-Pass out materials (paper, envelopes, 2 minutes

markers, pens)

-List on the board examples of 5 minutes

greetings/salutations

-Have students write down one of the *same time as above*

examples of a greeting written on the
board

-Ask questions to determine if students 2 minutes

understand

-Allow students to move into table 4 minutes

groups to begin

-Walk the trenches to ensure 10 minutes

instructions were understood and listen
to feedback
-Check for completion 5 minutes
 3. Materials
What materials will you use? Technology Utilized
Teacher Student Cassettes/ CD-ROM
CDs
-Bring in -Paper
personal card -Envelope Overhead ​X Computer
-Pencil
-Internet to -Markers Slides Distance
show brief Learning/Web
video of writing cast
letter/card
Tape ​X Internet
Recorder
-Whiteboard
-Whiteboard TV/VCR/DV Laser Disk
markers D
-Pen
-Paper Assistive Smart Board
Tech.

Digital/Vide Other
o Camera
 4. Assessment/Evaluation
Assessment Alternatives How will you evaluate each student
(check=process, x=product) goal/outcome?
Application Objective
Exam Test Check to see:
-if student included greeting/salutation
Concept X Observation -if there are the correct parts of the
Mapping letter
-If the student used correct spelling
Parent Contract -If the student what their plans are
Evaluation

Peer Checklist
Evaluation

Self-Evaluatio X Performance
n How will you use this information?

Inventories Portfolio -This is used as a practice for writing

but also just a fun activity for the
Quantitative Rating
students to learn about each other for
Scales Scales
the holidays.
Rubric Scored
Discussion -I will use Ricky’s progress on the
assignment to see where to further
Journals Problem-Solv help him and see where he is
ing functioning at currently.
Assessment

Other
 5. Reflection after Lesson Implementation
1. To what extent did students learn what you intended? How do you know?

The students completed their letter and enjoyed writing the letter.

2. Did you do anything differently than what you planned? If so, why?

I ran things slower than planned because I didn’t account for all of the learner's
different levels and how fast/slow they would grasp the information.

3. If you were going to teach this lesson again to the same students, what would
you do the same? Differently?

I would do the lesson the identical, but allow a lot longer for them to complete the
lesson/activity.

4. How much time did you actually use? Were transitions smooth?

1hr, 10 min. Transitions were as smooth as they were going to get based on the
nature of the classroom.

5. Identify a group or individual who did well with the lesson. How do you account
for this? What might you do in the future to ensure their continued success?

The higher level writers enjoyed this lesson because they knew how to spell and
write. Ricky also completed this lesson very well with the help of the spelling file
folder.

6. Identify a group or individual who had difficulty with this lesson. How do you
account for this? What interventions could you use so that they achieve the
learning goals?

The lower level writers had difficulty with this lesson. One-to-one assistance or
small groups for them to work in or use my adaptation!
7. Are there any other comments, reactions, or questions about the lesson? Was
there anything you felt especially good, frustrated, or confused about?

The teachers enjoyed it, I had enough help throughout the lesson. The students
who enjoy writing and excel at it, found it easy. The students who struggle with
writing found it kind of frustrating without the extra assistance.

Pinterest Board:

https://www.pinterest.com/dalton4075/serp515/

Favorite Links:

● https://www.teacherspayteachers.com/
● http://www.breezyspecialed.com/2016/05/how-to-incorporate-cooking
-lessons-into.html
● http://theautismhelper.com/
● http://www.ric.edu/sherlockcenter/wwslist.html
● https://www.cec.sped.org/Tools-and-Resources/For-Families
● https://www.pacer.org/pandr/proglist.asp
● https://www.raisingarizonakids.com/special-needs-resources-arizona/
● http://www.azed.gov/specialeducation/parents/
● https://www.teachervision.com/teaching-strategies/special-needs
● https://www.ncld.org/
● https://www.naset.org/
● https://www.ecs.org/
● http://www.ldonline.org/educators
● http://www.do2learn.com/