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Mandy Jayne Stanley Rocky Ridge Elementary School EL Observation & Adaptation Plan Students Information Name: Student

M Grade: 3rd Age: 8 Teacher: Mrs. Carter

Observation Notations While observing Student M in Mrs. Carters third grade classroom, I noticed how quiet this student tends to be. Not only is this student an English Learner, but also this student has been diagnosed with Autism. Student M can be a very active learner, but it takes an immense amount of one-on-one interaction for this to occur. During the math lesson, the teacher had all of the students work problems on www.IXL.com on their Nooks. This student was not able to do this activity on his Nook because he left it at home. Based on my observation of the conversation between Student M and Mrs. Carter, this was not the first time that this mishap has occurred. Instead of playing the math games on his Nook, Student M and I played the counting games on the computer. I noticed that this student relies on others approval while completing an assignment, which is a common issue for students who have been diagnosed with Autism. I had to point to each of the objects on the screen in order for him to count them, and he would not move on to the next question without me nodding my head in approval or giving him verbal praise. Student Ms annunciation of the numbers was fairly accurate, but he spoke so quietly that I had to sit really close to him to hear him speak. He did, however, forget how to pronounce twenty and even asked me, What is twenty? Once I reminded him how to count above twenty, he improved his counting skills and was able to complete the activities with one hundred percent accuracy.

Mandy Jayne Stanley Rocky Ridge Elementary School EL Observation & Adaptation Plan Once the students finished practicing math skills on IXL, the teacher had the students read silently at their desks. She came to Student Ms desk and picked out a simple book from his book box to read. Mrs. Carter explained, I want you to flip through this book and look at the pictures and create a story in your mind. As she walked away, I watched Student M open the book, become frustrated, and close the book in anger. I pulled my chair up beside him and asked him why he did not try to read the story. He replied with broken English, I cant read. These are big words. I quietly calmed him down and conducted a picture walk with him. He quickly became engaged and even shared a few ideas of his own. After doing the picture walk, I read the story aloud to him. Throughout the story, I would have him repeat some of the words that I read and pointed to the picture to show him what the words meant. I even formatively assessed him to ensure that he comprehended the content. After we finished reading the story, Student M had to leave the classroom to work with the Speech Pathologist.

Students Strengths and Needs This student is quiet, friendly, obedient, and has beautiful penmanship. Student M easily adjusts to meeting new people and is a hard worker when he is consistently encouraged. His penmanship is absolutely beautiful, and also he is quite an artist. When Student M is encouraged to complete an assignment with prompting from an aid, he completes the assignment with accuracy. Although Student M can complete an assignment with accuracy, it takes a lot of probing and prompting by an aid for this to occur. Student M needs to work on self-motivation in order to become a more independent learner. Along with working on self-motivation, this student also needs to work on his English vocabulary. This students sentences tend to be very short, which could also be a result of Autism, and they tend to only include three or four words.

Mandy Jayne Stanley Rocky Ridge Elementary School EL Observation & Adaptation Plan Childrens sentences should have as many words as the number of years they are. This would mean that Student M should be forming sentences with at least eight words in them. With purposeful accommodations and modifications, there is no reason to believe that Student M will not be able to excel in the English-speaking, general education classroom.

Recommendations and Adaptations Based on my observations of Student M, I believe that the following accommodations and modifications will help this EL student who has Autism be more successful in the general education classroom: Math: In order to ensure that Student M can complete his assignments on his Nook, the teacher should not allow him to take his Nook home. This will ensure that he is able to participate in all of the activities throughout the day and will prevent mishaps like the one that occurred during my observation. The teacher should also have Student M count to one hundred every day before working on his assignments in order to ensure that he remembers how to pronounce each of the numbers. I made these recommendations based on my observations of Student M not being able to use his Nook and his lack of understanding of how to count to twenty. Reading: In order to ensure that Student M is actually reading during silent reading time, Mrs. Carter should have Student M either read with him or have him read aloud to her every day. This will also ensure that his fluency and comprehension skills are improving. The teacher should go over any challenging vocabulary words that can be found throughout the stories and give Student M simple definitions. This will help him comprehend the material and expand his English vocabulary. The teacher should also go

Mandy Jayne Stanley Rocky Ridge Elementary School EL Observation & Adaptation Plan out of her way to ask Student M questions throughout the lesson to get him actively engaged and to formatively assess his understanding. I made these recommendations based on my observations of Student M during silent reading time when he struggled with motivation, vocabulary, and text comprehension. Writing/Spelling: Based on my observations of Student M during silent reading time when he struggled to understand the meaning of some of the words, Mrs. Carter should continue to give Student M modified spelling words and assignments. The teacher should have this student read each of the words aloud to her and use them in a sentence. This will help Student M improve his spelling skills, as well as improve his vocabulary. Science/Social Studies: Based on my observations of Student M who struggled to understand some of the material that we read, I recommend that in order to ensure that Student M understands the content being taught, the teacher should simplify her language and frequently ask Student M questions in order to formatively assess his understanding of the content. This will ensure that Student M does not have moments of confusion or frustration.

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