Name: McKayla Jacobs

Adapted Lesson
🔲 Cooperating Teacher
X Geneva Student
Classroom Profile Number of Students: 18
(for this lesson) Grade Level: Kindergarten
Content Area: Reading and Writing
Subject: Frogs and making connections back to books.
Objectives of the Lesson: After a read aloud book, TSWBAT draw a picture and write, without
assistance, what they learned about frogs during the book.

After a read aloud book, TSWBAT make connections back to the book for
vocabulary practice.

After a read aloud book, TSWBAT identify the life cycle of a frog using a
worksheet with modeling from the teacher.

Academic Standards CC.1.1.K.E Read emergent-reader text with purpose and understanding.
being Addressed:
CC.1.4.K.B Use a combination of drawing, dictating, and writing to focus
on one specific topic.

CC.1.2.K.A With prompting and support, identify the main idea and retell
key details of text.

CC.1.3.K.I Determine or clarify the meaning of unknown or multiple

meaning words and phrases based upon grade-level reading and content.
EL Standards being Listening: Distinguish between what happens first and next in oral
Addressed: activities or readings.
Speaking: Restate some facts from illustrated short stories.
Reading: Identify some high-frequency words in context.
Writing: Connect oral language to print.
English Language Reading: Developing
Proficiency Level(s) of
the Student Writing: Entering
Speaking: Emerging
Listening: Developing
Academic Interactions in During each read aloud, the teacher will be asking questions to the
the Classroom students and making connections back to each book after reading. This
will promote students to talk through the books with the teacher.
Social Interactions in the The students would work together to build their life cycle sheets and
Classroom discuss their individual reasonings. (Due to COVID, this is not possible
right now)
Materials Used Refer to attached lesson plan.
Introduction/Opening/ Refer to attached lesson plan.
Anticipatory Set of the
Lesson/Activation of
Prior Knowledge
(opening)
Procedures/Flow/ Refer to attached lesson plan.
Organization of the
Lesson (What are the
steps of the Lesson)
Assessments Used The students will be formally assessed by their ability to draw a picture
(Formative and/or and write a sentence appropriately without guidance from the teacher for
Authentic methods) spelling.

Adapted Assessment for The students will be informally assessed by their ability to make
your lesson connections back to the book for vocabulary practice.

The students will be formally assessed by their ability to follow along with
the teacher to build the frog life cycle.

Closing (the ‘wrap up’ for Refer to attached lesson plan.

the lesson)
Issues your EL would My EL could struggle with the idea of writing a full sentence. He is low in
have with this lesson. his writing ability, so this could be intimidating to him. Instead, I have
placed an adaptation for him to only need to write at least one descriptive
word.
Adaptations for ELs My EL student will not need to write a full sentence. He will need to draw
(scaffolds, supports used a full picture then write at least one word for description.
during the lesson)
My EL student would also have a buddy or aide to help him stay on task in
the classroom when the modeling of the life cycle pieces are being shown.
(Due to COVID, this is not possible right now)

My EL student will also not be forced to answer sequencing questions

unless he raises his hand to answer voluntarily.

Reflections on The methods I chose are based a lot on the idea of the appropriateness of
instructional methods, the grade level. This lesson is my reading lesson as part of the block that
adaptations, and needed to be three parts. My Kindergarten classroom does not really
assessments of the teach reading this year because there is such a large focus on letters and
lesson taught. Defend sounds due to COVID. This made it difficult for me to come up with a full
your reason for choosing reading lesson that they would stay engaged with. I made sure to choose
the methods. a theme that was interesting, which ended up being frogs. Then I started
to look for sequencing activities for Kindergarten classrooms. The
adaptations are based off one of my lower-level students in my
classroom. When I made my student profile, I based the WIDA chart and
some details off this student. Therefore, it was easy for me to think about
what he would need for this lesson to then transform it to my fictitious
EL. The assessments are mostly informal because my class does not take
any individual tests, so they are mostly informal observational
assessments.