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Esl Adapted Lesson 1
Esl Adapted Lesson 1
Esl Adapted Lesson 1
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.
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.
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.