A. ADAPTATION FOR STUDENT 1: AN ENGLISH LEARNER, 1. What adaptations to the instructional plan will you make for the student? 1 will use the following adaptations in the instructional plan: 11) The use of a clear and concise voice, taking the time to speak slowly and enunciate my words while teaching the les 2) Directions are posted virtually in Google classroom, handwritten on the board, written in student workbooks, and st 3) Information is linked to prior knowledge frequently throughout the lesson by referencing vocabulary terms from pas 4) The learning materials, as well as the Quizlet flashcards, will be offered to the student both English and Spanish. 5) Within the PowerPoint, vocabulary terms are in bold and underlined with all definitions. 6) Throughout the lesson a series of short video clips about sexual health are shown. 7) Throughout the lesson will check for understanding by both calling on the student and walking over to and kneelin 8) This student will also be paired with the reclassified EL student who can translate any vocabulary words he may not 9) Points will not be deducted for any spelling or grammatical errors. @ 2. Why are these adaptations appropriate for the student? ‘These adaptations are appropriate for the student because this student Is classified as “Early Intermediate” which meat student also demonstrates low verbal and social skills. 11) By speaking slowly and enu ting my words while providing instruction and commu ting with the student, this 2) Directions will be given in a variety of ways to try and incorporate multiple modalities. 3) Learning materials, as well as Quizlet flashcards, are offered to the student in both English and Spanish so that he c 4) Vocabulary terms are bold and underlined so that the student can easily recognizes the key terms and what they me 5) A series of short video clips are shown to differentiate instruction and offer the content in a visual and auditory way, 6) By checking for understanding by both calling on the student as wall as walking over to him and kee any Concepts the student may not understand in different words. 1g down, this 7) Linking the information to previous lessons to build on prior knowledge allows the student to identify vocabulary ter 8) My rationale for pairing the student with a bilingual peer is to support the student's understanding of what to do and 9) An emphasis will be placed on informal assessments and checking for understanding with no points being deductad i