Adaptations for the Frog/Toad Unit:
While introducing the unit on Frogs and Toads, adaptations will have to be made for a student with disabilities. I actually had a student with low vision last year and I will address her needs in relation to this unit.
When doing the first and second literacy activities which are speaking and listening, nothing will need to change except I would make sure that this child is in a group with others who are tolerant and helpful. This child needs to feel very comfortable in order to participate. I would have these children meet in a part of the room that is closest to a teacher and in an area that has adequate light. I would also have this child sitting right next to me during the felt board activity, so that she has a better view of the board.
The reading and writing activities would have to be adapted for the low vision child so that she is able to read the words. Dark ink and larger print will make this an activity that works with ease. Allowing this child to do less writing would also be acceptable. I would like to have the actual models of the frog stages rather than flat pieces of paper. This child could put the pieces in order accomplishing the same outcome.
In order to adapt this unit for an English Language Learner student I would have extra pictures coordinating with words (e.g. have picture of bumpy above the word “bumpy”, and a picture of something smooth above the “smooth” word.) If possible, I would ask a Spanish speaking teacher/parent to join us during the speaking activity where the children create the short skits. If not possible, the other children in the group could help by acting in more creative ways to help the ELL student comprehend.
To enrich the student who needs a higher level of instruction, I would add to the writing activity. In addition to labeling the life cycle, the child go to more research about each stage and the length of time for each stage. For the reading activity, this child could help lead the lesson and possibly write the sentence strips for the lesson. I would also have more advanced books for this child to reference (Tadpoles to Frogs and Watch Me Grow Frog).
While introducing the unit on Frogs and Toads, adaptations will have to be made for a student with disabilities. I actually had a student with low vision last year and I will address her needs in relation to this unit.
When doing the first and second literacy activities which are speaking and listening, nothing will need to change except I would make sure that this child is in a group with others who are tolerant and helpful. This child needs to feel very comfortable in order to participate. I would have these children meet in a part of the room that is closest to a teacher and in an area that has adequate light. I would also have this child sitting right next to me during the felt board activity, so that she has a better view of the board.
The reading and writing activities would have to be adapted for the low vision child so that she is able to read the words. Dark ink and larger print will make this an activity that works with ease. Allowing this child to do less writing would also be acceptable. I would like to have the actual models of the frog stages rather than flat pieces of paper. This child could put the pieces in order accomplishing the same outcome.
In order to adapt this unit for an English Language Learner student I would have extra pictures coordinating with words (e.g. have picture of bumpy above the word “bumpy”, and a picture of something smooth above the “smooth” word.) If possible, I would ask a Spanish speaking teacher/parent to join us during the speaking activity where the children create the short skits. If not possible, the other children in the group could help by acting in more creative ways to help the ELL student comprehend.
To enrich the student who needs a higher level of instruction, I would add to the writing activity. In addition to labeling the life cycle, the child go to more research about each stage and the length of time for each stage. For the reading activity, this child could help lead the lesson and possibly write the sentence strips for the lesson. I would also have more advanced books for this child to reference (Tadpoles to Frogs and Watch Me Grow Frog).