ADAPTATIONS
FRAMEWORK
Effective Instruction for Elementary Struggling Readers:
Research-Based Practices
© 2003 UT System/TEA
©2016 Adapted
by
Diana Saenz
Inclusion Specialist
Region One ESC
Application of Adaptations Framework
From Effective Instruction for Elementary Struggling Readers: Research-Based Practices © 2003 UT System/TEA
Daniel’s PLAAFP
Daniel is a 7th grade student identified as an English language learner and a student with a learning disability.
According to the Home Language Survey and prior parent meetings, Spanish is spoken at home 100% of the
time. He has been in school since pre-K receiving bilingual instruction. He was referred for special education
services at the end of 2nd grade due to minimal academic progress and concerns regarding class behavior.
Due to the fact that Daniel entered the Special Education program, he was transitioned into an English
classroom setting with little support for his continued second language acquisition. He is in the general
education classroom with special education in-class support services for Reading and Math. He first learned
how to read in his native language and acquired many skills which he uses to help him make sense of new
learning. Although it continues to be an area of weakness, His vocabulary has grown tremendously. His sight
vocabulary continues to remain stronger than his ability to decode words independently in new text.
According to his TELPAS scores, he is at an Advanced level in his Listening and Speaking areas; and at an
Intermediate level in his Reading and Writing areas. Daniel's composite ratings in prior years has been at a
Beginning level, which means he has shown progress with his language proficiency.
Based on a district made phonics inventory, Daniel is able to decode open, closed, VCe, final stable and r–
controlled syllable patterns with 90% accuracy. Using the same inventory, it was noted that he has difficulty
with vowel diphthongs (70% accuracy as he decodes words with the oi and oy patterns, but his accuracy
diminishes to 60% with the ow and ou patterns) and vowel diagraphs (80% accuracy as Daniel decodes words
with the long vowel patterns, however has difficulty with vowel pairs/teams such as ey, ow, igh, eigh, oo, ou,
and ew as his accuracy is reduced to 50%). He often becomes frustrated during the reading process and
begins to exhibit inappropriate behavior and his grades are in the 50s. During reading activities Daniel
utilizes a blue filter, graphic organizers appropriate to the reading passage as determined by the teacher,
adhesive notes used as a place marker, and an electronic dictionary. If provided with pre–reading support
with passages chunked into meaningful parts and written text using simplified sentence structure, vocabulary
and syntax, Daniel is able to read the passage with greater ease; however, his overall reading grades continue
to be failing as they are in the 50s. He identifies the main idea with supporting details in text when the
instructor reads the test questions and answer choices as evidence by grades in the 70s, but has great
difficulty with drawing conclusions supported with text evidence and/or visual displays such as charts, graphs,
and maps in all subjects especially when making connections across passages/texts. Based on benchmark
assessments in the area of drawing conclusions and providing evidence from text, Daniel has missed 50% of
the questions especially when incorporating a graphic organizer independently selected. When asked to
compare and contrast information in a passage based on text evidence with a graphic organizer supplied by
the teacher with the test questions and answer choices read aloud, Daniel can contrast utilizing text evidence
with 75% accuracy, but his accuracy drops below 50% with comparison based on evidence from class work,
classroom assessments, and district benchmarks. Teacher made and district benchmark test of grade level
material indicate that by utilizing a graphic organizer that is appropriate to the reading passage, oral
presentation of questions and answer choices, adhesive notes used as a place marker and scratch paper, and a
blue filter, Daniel is able to correctly answer more than 70% of factual comprehension questions; however, his
Application of Adaptations Framework
From Effective Instruction for Elementary Struggling Readers: Research-Based Practices © 2003 UT System/TEA
accuracy with inferential question based on text evidence is 40% therefore, Daniel’s metacognitive reading
skills limit his ability to comprehend written text as needed to progress in the enrolled grade level ELAR
general curriculum.
In written composition, when Daniel tells the teacher what he wants to write about his ideas are focused.
However, he needs support especially in spelling, organization, and word choice in the writing process as his
grades are routinely in the 40s on written assignments. When writing a composition from a prompt that is
direct and simplified Daniel’s ideas are underdeveloped, random and repetitive in nature and lacks
organization as he scores a 1 based on a teacher–developed rubric. Daniel writes a simple sentence
capitalizing the first word in the sentence, but often forgets punctuation marks at the end as evidenced by
grades below 50. If provided with a list of grammar and mechanics rules, his grades rise to the 60s. However,
when provided with a graphic organizer appropriate to the writing assignment as determined by the teacher
and allowed to write his compositions on a computer using word prediction software and electronic reference
materials to support word choice, spelling and grammar check his grades rise to the 70s.
According to teacher information, his grades for hands on science and math activities are passing. Although he
has difficulty with reading word problems independently, he understands mathematical concepts when given
oral presentation of word problems. His science class work and benchmarks are similar when provided with
oral presentation, graphic organizers, mnemonics, and non–labeled graphics of the life cycle, water cycle, and
food chain. When not provided with oral reading supports for word problems, Daniel will put his head down
and not complete the assigned task. When provided with manipulatives, math graphic organizers,
supplemental aids, mnemonics and oral presentation of word problems, he can solve addition and subtraction
problems involving decimals. His mathematics teacher reports that Daniel can add and subtract whole
numbers and decimals to the hundredths with the use of manipulatives, an addition chart, graph paper to
solve problems, and oral reading supports with 90 percent accuracy as evidence in daily class work and on
benchmark assessments. Daniel can also multiply and divide basic math facts with 85 percent accuracy with
the assistance of a multiplication chart, graphics, manipulatives and an appropriate formula or conversion
chart near the problem., but struggles with a two–digit divisor and three-digit dividend problems as his grades
are in the 60s. Daniel has a good grasp of place value to the 100,000 place and can read and write decimals
with money to the hundredths place as his grades are in the 80s. When using a place value chart and
manipulatives (base–ten blocks, counters,), Daniel can compare and order whole numbers and decimals
involving tenths and hundredths as indicated on class work and skills assessments with 80% accuracy.
He is experiencing difficulty with fractions as his grades are in the 50s when solving problems involving
fractions using addition and subtraction. He does not understand the fraction terminology of numerator and
denominator and is not able to construct concrete models to demonstrate equivalent fractional values such as
3/6 or 1/2. Without the use of accommodations such as supplemental aids, manipulatives, place value chart,
fraction pieces, charts, graph paper, and oral reading supports, generalizing information is difficult for his and
struggles to complete the assignment as evidence of grades in the high 60s. When given word problem
connected to everyday experiences and activities in and outside of school, he has a hard time making
Application of Adaptations Framework
From Effective Instruction for Elementary Struggling Readers: Research-Based Practices © 2003 UT System/TEA
connections with what is learned in order to transfer the skill into everyday experiences as evidenced of
grades below 70.
Based on parent information and teacher reports, Daniel enjoys singing and listening to music as well as
drawing. He also enjoys participating in sports such as football, basketball, and baseball. His teammates see
him as an asset to the team because of his athletic abilities. Teacher observations show that Daniel completes
an average of 6 out of 10 assignments. The science teacher reports that Daniel exhibits appropriate behavior
for short durations (10–15 minutes) using a timer to monitor on–task behavior, age appropriate visual activity
chart/schedule, and a finish tray for completed assignments before he gets out of his seat to go sharpen his
pencil or throw away some trash. Without the supports in science class, he is easily distracted and unable to
complete assignments, but with these supports his grades are in the 70s. Daniel has good listening
comprehension. When someone reads the social studies, math, and/or science materials, Daniel actively
participates in class discussion. He enjoys participating in science experiments. However, in other classes,
Daniel has difficulty being a “good team member”. When called on in class he doesn’t come up with an answer
quickly so he says, “I don’t know.” as a result, his classmates do not want to be paired with him during
activities. He becomes frustrated easily when he doesn’t get his way, displays periods of verbal and physical
aggression and has multiple referrals to the office for not completing his assignments. Daniel typically has
seven referrals over a six weeks period to the office. His behavior is impacting his progress and access to the
general curriculum due to Daniel being in the office or ISS.
Application of Adaptations Framework
From Effective Instruction for Elementary Struggling Readers: Research-Based Practices © 2003 UT System/TEA
Lesson Plan: Math
Standards (TEKS/ELPS):
6.1. E create and use representations to organize, record, and communicate mathematical ideas;
6.1. F analyze mathematical relationships to connect and communicate mathematical Ideas
6.2. E extend representations for division to include fraction notation such as a/b represents the same number
as a÷b where b‡0.
6.4. E represent ratios and percents with concrete models, fractions, and decimals
c.1.E internalize new basic and academic language by using and reusing it in meaningful ways in speaking and
writing activities that build concept and language attainment;
c.3.E share information in cooperative learning interactions
Content Objective
The student will create and use representations of fractions and ratios.
Language Objective
The student will internalize the terms rhombi, rhombuses, triangle, hexagon, trapezoid, relationships, whole to
part, part to whole, part to part, one-third, one-half, one-sixth, two-thirds, five-sixths, fractions and ratios during
the instructional activity Race for a Pattern Block Flower to build concept and language attainment.
The student will share information throughout the instructional activity Race for a Pattern Block Flower by using
the following sentence stems:
I have (fraction) and I rolled (fraction).
(Fraction) plus (fraction) equals ________.
(Fraction) minus (fraction) equals _________.
I have (fraction) of a whole.
If I add (fraction) to (fraction), I will get _______.
If I subtract (fraction) from (fraction), I will get _______.
Instructional Content
Organize, record, and analyze mathematical relationships.
Materials/Assistive Technology
-Set of pattern blocks with no orange squares or tan thin rhombi (rhombuses). [The reason for this is that if you
say the area of the orange square is 1, then the areas of the other shapes involve root 3.]
-six face fraction die (⅓, ½, ⅙, ⅔, ⅚, 1)
Instructional Activity
-Race for a Pattern Block Flower (and back)
Delivery of Instruction
1. Grouping: whole class instruction
Explain how the students will be making the pattern block flower.
Let the area covered by the hexagon = 1
How many of each of the other blocks does it take to cover the hexagon exactly?
Make a “pattern block sandwich” (see instructions) and summarize your findings:
Pattern block sandwich: Starting with a hexagon on the bottom as a bun, make a layer of each type of block that
covers the same area as the hexagon. (If you prefer sandwiches open-face, just omit the hexagon on top.)
side view:
pattern block sandwich
with hexagons at the top
and bottom as buns
Application of Adaptations Framework
From Effective Instruction for Elementary Struggling Readers: Research-Based Practices © 2003 UT System/TEA
In terms of area: 1 hexagon = 6 triangles 1 hexagon = 3 rhombi (rhombuses) 1 hexagon = 2 trapezoids
As fractions: 1 triangle = ⅙ of a hexagon 1 rhombus = ⅓ of a hexagon 1 trapezoid = ½ of a hexagon
Put purely symbolically:
2. Grouping: two players and a banker
Rules
Players roll the die; lowest roller starts.
Part 1: Players roll, build, and trade their way up to a flower. The first player to build a complete
flower, six hexagons with a pair of trapezoids in the middle, wins. (Overage is okay.)
Part 2: Race back down to nothing, taking the flower apart, trading in, petal by petal, to return
the quantity shown by each roll of the die back to the bank. The first player to get back
to zero wins. (Again, going back down, if a player doesn’t have enough flower left to
return what’s rolled back to bank, that counts as a win and the game is over.)
Students will track progress by writing down each roll and the answer. Students must name
each amount that is rolled as they add it to the collection. Trade in for a hexagon whenever
possible. When the total area of non-hexagon collection of pattern blocks is equal to or more
than a hexagon, identify the fraction values of pieces out loud (this is important practice) and
trade them for a hexagon plus, whatever blocks most economically equal the overage.
Suppose, for example, you have a trapezoid and a rhombus. You roll ⅓, so you get a rhombus.
You realize you have more than a hexagon, so you know you need to trade. (If you don’t realize
or know, the banker can tell you.) You put the collection together, touch the trapezoid and say
“one-half”, the rhombi (rhombuses) and say “two-thirds”; then it’s time to trade: you say
“equals”, then grab a hexagon and a triangle, and cover the put them exactly on top of the old
collection and say “one and one-sixth”.
“two-thirds plus one-half”
“equals”
“one and one-sixth”
Progress Monitoring (Lesson)
Application of Adaptations Framework
From Effective Instruction for Elementary Struggling Readers: Research-Based Practices © 2003 UT System/TEA
Progress Tracking Sheet
Has
Rolled
Ends Up With
Application of Adaptations Framework
From Effective Instruction for Elementary Struggling Readers: Research-Based Practices © 2003 UT System/TEA
Adaptations Framework: Math
Setting-Specific Demands
Task/Objective
Requisite Abilities
Student-Specific
Characteristics
Strength Struggle
Specially Designed Instruction:
Adaptations
Instructional Content
Methodology
Delivery of Instruction (process)
Materials/AT
Instructional Activity
Setting:
Presentation:
Response (product)
Timing
Application of Adaptations Framework
From Effective Instruction for Elementary Struggling Readers: Research-Based Practices © 2003 UT System/TEA
Lesson Plan: Reading
Standards (TEKS/ELPS):
7.9 Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author's
purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are
expected to explain the difference between the theme of a literary work and the author's purpose in an expository text.
7.10.B Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and
provide evidence from text to support their understanding. Students are expected to:
distinguish factual claims from commonplace assertions and opinions.
7.17. A.iii Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences
for specific purposes. Students are expected to:
is logically organized with appropriate facts and details and includes no extraneous information or inconsistencies.
7.18.C Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to write a
persuasive essay to the appropriate audience that:
includes evidence that is logically organized to support the author's viewpoint and that differentiates between fact and opinion.
c.1.H Cross-curricular second language acquisition/learning strategies. The ELL uses language learning strategies to develop an awareness of his or her own
learning processes in all content areas. The student is expected to:
Develop and expand repertoire of learning strategies such as reasoning inductively or deductively, looking for patterns in language, and
analyzing sayings and expressions commensurate with grade-level learning expectations.
c.2.I Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain
an increasing level of comprehension of newly acquired language in all content areas. The student is expected to:
Demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken
messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs.
c.3.D Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of modes for a variety of purposes with an awareness of different
language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all content areas. The student is
expected to:
Speak using grade-level content area vocabulary in context to internalize new English words and build academic language proficiency.
c.4.J Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of
comprehension in all content areas. The student is expected to:
Demonstrate English comprehension and expand reading skills by employing inferential skills such as predicting, making connections between
ideas, drawing inferences and conclusions from text and graphic sources, and finding supporting text evidence commensurate with content
area needs.
c.5.B Cross-curricular second language acquisition/writing. The ELL writes in a variety of forms with increasing accuracy to effectively address a specific
purpose and audience in all content areas. The student is expected to:
Write using newly acquired basic vocabulary and content-based grade-level vocabulary.
Content Objective
Understand what informal, persuasive and entertaining papers are and identify the author’s purpose.
Determine what facts and opinions are and provide reasoning of what makes up facts and opinions.
Language Objective
Share information throughout the instructional activity Author’s Purpose and Fact or Opinion by using
the following sentence stems:
The author’s purpose of this selection is to (entertain) because (it is a poem, story, play, it’s
making me laugh/cry, etc.)
The author’s purpose of this selection is to (inform) because (the text mainly gives facts and
information, it’s trying to teach me something, it’s giving directions, etc.)
The author’s purpose of this selection is to (persuade) because (it gives arguments, it’s trying to
convince me to, etc.)
The sentence is a (fact) because (it can be proven, it really happened, etc.)
The sentence is an (opinion) because (it talks about how someone feels)
The student will internalize the terms author’s purpose, persuade, inform, entertain, fact, opinion,
prove, argument, and evidence during the instructional activity to build concept and language
attainment.
Application of Adaptations Framework
From Effective Instruction for Elementary Struggling Readers: Research-Based Practices © 2003 UT System/TEA
Instructional Content
Analyze, make inferences and draw conclusions about the author's purpose
Distinguish factual claims from commonplace assertions and opinions.
Materials/Assistive Technology
Authors Purpose Worksheet: A variety of select articles the students read and find the purpose.
Fact or Opinion Worksheet: A variety of different statements the students read and choose whether
it’s a fact or an opinion.
Instructional Activity (1)
Discuss the author’s purpose. Explain that every paper has a purpose whether it is to inform, persuade
or to entertain. Discuss facts and opinions. Ask the students if they know what they are or if they can
provide examples. Explain the difference between them. 1. Describe the author’s purpose. Describe
informal, persuasive and entertaining purposes. 2. Describe a. Facts: A fact is something that is true
and can be proven. (I am 20 years old.) b. Opinions: An opinion is a belief a personal judgment and
cannot be proven. (Pizza is the best!) Ask students if they have any questions regarding either authors
purpose or determining facts or opinions. Answer student’s questions about the topics and answer
plus provide examples to help them. Explain the author’s purpose, and facts and opinions again to
ensure that the students remember. Explain the homework and answer questions that the students
have.
Delivery of Instruction (1)
Grouping: whole class instruction
Instructional Activity (2)
Worksheet 1.Have the students read and determine the author’s purpose of select articles.
Worksheet 2. Have the students read and determine whether statements are facts and opinions.
Delivery of Instruction (2)
Grouping: Separate the students into small groups of three or four to work on worksheets.
Progress Monitoring
Ask students if they have any questions regarding either authors purpose or determining facts or
opinions.
Application of Adaptations Framework
From Effective Instruction for Elementary Struggling Readers: Research-Based Practices © 2003 UT System/TEA
Adaptations Framework: Reading
Setting-Specific Demands
Task/Objective
Requisite Abilities
Student-Specific
Characteristics
Strength Struggle
Specially Designed Instruction:
Adaptations
Instructional Content
Methodology
Delivery of Instruction (process)
Materials/AT
Instructional Activity
Setting:
Presentation:
Response (product)
Timing
Application of Adaptations Framework
From Effective Instruction for Elementary Struggling Readers: Research-Based Practices © 2003 UT System/TEA
Application of Adaptations Framework
From Effective Instruction for Elementary Struggling Readers: Research-Based Practices © 2003 UT System/TEA
Adaptations Framework: Math
Setting-Specific Demands
Task/Objective
Create and use
representations of
fractions and
ratios.
Requisite Abilities
-know fractions (p/p p/w w/w)
-basic knowledge of ratios
Internalize terms to
build concept and
language
attainment.
-know vocabulary
Student-Specific
Characteristics
Strength Struggle
x
x
x
x
Share information
using sentence
stems.
-speak in complete sentences
x
x
x
Organize, record,
analyze
-categorize
-sort
-basic knowledge of graphic
organizers
x
x
Work in groups
-able to work in groups
-know how to take turns
Adaptations
1. work on ratios in a later
lesson
2. die w pictures
3. color coded die
4. reference material-journal
5. information chart
6. intentional grouping
7. make him be the banker
8. model how to trade
9. model how to use tracking
graphic organizer
Application of Adaptations Framework
From Effective Instruction for Elementary Struggling Readers: Research-Based Practices © 2003 UT System/TEA
Adaptations Framework: Reading
Setting-Specific Demands
Task/Objective
Understand what
informal,
persuasive and
entertaining papers
are and identify the
author’s purpose.
Requisite Abilities
-explain the difference between a
stated and an implied purpose
Student-Specific
Characteristics
Strength
x
-draw conclusions from the
information presented by an
author and evaluate how well the
author's purpose was achieved
x
-compare and contrast the stated
or implied purposes of different
authors writing on the same topic
x
-identify what the author is trying
to persuade the reader to think or
do
x
-recognize different purposes of
media (e.g., informational,
entertainment)
x
-recognize different purposes of
media (e.g., informational,
entertainment) (with adult
assistance)
x
-establish purpose for reading
x
selected texts and monitor
comprehension, making
corrections and adjustments when
that understanding breaks down
(e.g., identifying clues, using
background knowledge,
generating questions, re-reading a
portion aloud)
-listen to and interpret a speaker's
messages (both verbal and
nonverbal) and ask questions to
clarify the speaker's purpose and
perspective
x
Adaptations
Struggle
1. work on fact/opinion in a
later lesson
2. use less vocabulary
3. clarification of vocabulary
4. reference material
5. journal
6. information chart
7. dictionary
8. highlighter
9. scratch paper: adhesive
notes
10. graphic organizers such as
11. intentional grouping
12. cooperative small group
13. state objectives
14. model how to use graphic
organizer
15. scaffold steps
16. peer read material
17. break assignment into
smaller components
18. foldable
19. give simple instructions
with examples
20. t chart
21. oral
22. visual organizer: sentence
stems provided
23. highlight
24. sort
25. within 2 periods
Application of Adaptations Framework
From Effective Instruction for Elementary Struggling Readers: Research-Based Practices © 2003 UT System/TEA
Determine what
facts and opinions
are and provide
reasoning of what
makes up facts and
opinions.
-distinguish fact from opinion in a
text and explain how to verify
what is a fact
x
-determine the facts in text and
verify them through established
methods
x
x
-explain whether facts included in
an argument are used for or
against an issue
-ask relevant questions, seek
clarification, and locate facts and
details about stories and other
texts and support answers with
evidence from text
X
X
-draw conclusions from the facts
presented in text and support
those assertions with textual
evidence
X
Internalize terms to
build concept and
language
attainment.
-know vocabulary
Share information
-speak in complete sentences
X
Use sentence
stems
-write complete sentences
X
Work in groups
--able to work in groups
X