Observations of Individuals

Grade: 3rd & 4th Grade Reading Readiness Academic Focus: Reading

Typical Adaptation If no adaptation, Results Next Step

Activity/ Provided for suggest one with a of adaptation or (the logical next step –
Behavioral student rationale expected results not necessarily the
Expectation for (Identify* OR planned next step)
the GE class student’s Suggest another
disability) adaptation
3rd/4th Grade Name: A.M Suggested This student was I would include less
Reading Disability: Adaptation & successful in copying given writing on the
Readiness. Suspected Rationale: the writing prompt visual prompt to
Retelling events Reading Delay I would provide this from the board, but determine which words
from your (ESL) particular student spent a large majority have generalized to her
weekend through Adaptation: with a prompt to set of her writing time written vocabulary.
written The entire class next to her journal doing so, as she may Simply putting:
communication was provided a as she writes. This have had some visual “who”
using a writing written prompt to way she can easily tracking challenges. “what”
prompt. help generate ideas copy the correct Therefore, I would “when”
on what they did, spelling of words expect a personal “where”
who they were and spend a greater prompt next to her “why”
with, where did majority of the time paper to be more on the board and
they go, etc. This generating ideas effective and allowing the student to
prompt was and getting consume less time. fill in the rest.
written on the thoughts on the
board for the entire paper.
class to see.
3rd/4th Grade Name: B.M. Suggested I would expect a Should a change in
Reading Disability: Adaptation & change in the strategy strategy prove to be
Readiness. Suspected Rationale: to be effective. He effective, I would begin
Developmental demonstrated eliminating the verbal
During guided Delay & Speech As we consistently knowledge of the reminders for this
reading groups, and Language had to provide strategies when he student in an effort to
phonics Impairment verbal reminders to was given that verbal get them to use it on
instruction will Adaptation: use this strategy, reminder, which their own.
be addressed as Students were perhaps the strategy leads me to believe
needs are taught how to was not meaningful he may not have
presented. “tap” out sounds for this student. I “liked” using that
Students shall of challenging would provide a strategy. A similar
use strategies words on their different strategy, strategy may be
provided to aid fingers in order to such as stretching easier to remember,
in their learning. help them sound the word out like or friendlier to use.
out the word. This bubble gum, to see
student was if another option
consistently proves more
provided a verbal effective in
reminder to use generalizing the
this strategy. skill.
3rd/4th Grade Name: K.M. Suggested I would expect this Should the suggested
Reading Disability: Adaptation & student to be more adaptation prove to be
Readiness. Suspected of a Rationale: cooperative during effective, I would
Students Behavioral I would have this the reading of the encourage her to do
participated in a Disability student go through play should she had this on her own, next
reader’s theater. Adaptation: the script and an opportunity to time this activity came
Each student was No adaptations highlight her part fully highlight and up.
given a part of were provided for that she needed to familiarize herself
the story script. this activity. This read. In doing so, I with the lines she
student had a hard would ensure that needed to speak.
time following she knows what
along, and refused part is hers, and
to read her part out help her familiarize
loud when it was herself with the
her turn. lines of the play.
3rd/4th Grade Name: M.M. Suggested I would expect this A next step would be to
Reading Disability: Adaptation & student to remain simply have a timer on
Readiness. Suspected of an Rationale: with the group for the the table and indicate
Students will Intellectual I would have this duration of guided that she needs to work
participate in Disability student be in charge reading time if she until the time is up.
guided reading Adaptation: of the time, and was given an
groups for 15-20 There were no place a stopwatch, important group job.
mins. adaptations phone alarm, or She appears to be a
provided for this other timing device very helpful and
student during next to them for happy student who
these lessons. This them to monitor for may enjoy an
student was highly the entire group. adaptation like this.
distractible, and My goal in giving
often ended the this student a “job”
lesson prior to her in the group is that
allotted time due they remain
to lack of focus. participating in
some way for the
duration of the
group.
3rd/4th Grade Name: J.M. Suggested I would find this A next step for this
Reading Disability: Adaptation & student would benefit student may be
Readiness. Autism Rationale: from the suggested removing the
Whole group It was apparent that adaptation, as his manipulatives
read aloud & Adaptation: This this student manipulatives following whole group
instruction on the student was benefitted from the appeared to keep him instruction. This would
carpet. provided various use of fidgets to occupied throughout help the student
manipulatives and manipulate during each read aloud. I understand worktime
fidgets to use instruction. These think he would enjoy expectations and
throughout the allowed him to and feel welcomed if maintain focus
read-aloud. In keep his hands he was allowed to sit throughout the activity.
addition, he was moving, channeling on the floor as one of
told to sit in a these movements in his classmates.
 chair at the back of a positive and
the group. appropriate way. I
would change the
adaptation for
overall movement
and place a taped
“x” on the floor
where his space is.
This would allow
him to be at the
same level as his
classmates, but
encourage him to
stay in one spot.
*Protect Privacy Rights. Use an initial or fictitious name. (Wisconsin Teacher Standards 2,3,4,8,9)
Diagnosis, Conceptualization