29 Aug Reading is an essential life skill, and one that must be cultivated and developed in all students, regardless of their diverse interests and varied abilities. Teachers must learn to sur
very student is different, and one of the challenges teachers face is learning about what motivates each individual student and what strategies are most effective for helping the class engage with the content so learning can take place. This is especially true when teaching reading. Reading is an essential life skill, and one that must be cultivated and developed in all students, regardless of their diverse interests and varied abilities. Teachers must learn to survey and get to know their students so they can plan effective instruction that is differentiated and motivates all types of readers.
Imagine that you are a classroom teacher for students in the grade level you are most interested in teaching. It is the beginning of the school year, and you will soon be introducing students to the first book they will read and study as a class. As the teacher, you are tasked with differentiating instruction and employing various motivational strategies to ensure that your students are engaged with what they are reading. You have decided that you will create a project-based assessment that can meet the differentiated needs of the students and provide a culturally relevant learning experience.
Study the "Class Profile" to learn more about the specific needs of the students in your class. Use the qualitative and quantitative data presented to think about how you can motivate students based on their interests and needs and provide classroom activities that will increase skills and performance levels.
Submit the completed "Literature Project" template, student handout, and grading rubric.
Class Profile
|
Student Name |
English Language Learner |
Socioeconomic Status |
Home Language |
IEP |
504 Plan |
Reading Proficiency Level (Lexile) |
Math Proficiency Level |
Other |
Internet Available at Home |
|
Adriana |
N/A |
Mid |
English |
No |
No |
Meets |
Meets |
Hard working and loves to help others. |
No |
|
Alyssa |
N/A |
Mid |
English |
No |
Anxiety; difficulty with changes in routine, testing, and peer relationships. |
Meets |
Meets |
Moves a lot. This is the fifth school for this student in two years. |
Yes |
|
Andrew |
N/A |
Mid |
English |
No |
No |
Highly meets |
Highly meets |
Highly motivated. In several AP courses. |
Yes |
|
Bailey |
N/A |
High |
English |
No |
No |
Highly meets |
Meets |
None |
Yes |
|
Brady |
4 |
Mid |
Spanish |
No |
No |
Meets |
Meets |
None |
Yes |
|
Caleb |
N/A |
Low |
English |
Visual motor; difficulty processing visually. |
No |
Below |
Approaches |
Struggles with copying notes from the board. |
Yes |
|
Daniela |
N/A |
Low |
English |
No |
No |
Below |
*Far Below |
Student failed course last year. Often has many missing assignments. Lacks motivation. RTI Tier 3 for math. |
No |
|
Ethan |
4 |
Low |
Russian |
No |
No |
Exceeds |
Exceeds |
Student body vice president. Very motivated. |
Yes |
|
Grace |
N/A |
High |
English |
No |
No |
Below |
Exceeds |
RTI Tier 1 for reading. |
Yes |
|
Gracie |
N/A |
Mid |
English |
No |
No |
Meets |
Exceeds |
Perfectionism often slows down work progress, but work is accurate and of high quality. |
Yes |
|
Isaiah |
5 |
Mid |
Spanish |
Dyscalculia. Difficulty with understanding number values and multi-step problems. |
No |
Meets |
*Far Below |
Failed this course last year due to grades and attendance. RTI Tier 2 for math. |
Yes |
|
Itzel |
N/A |
Mid |
English |
No |
No |
Exceeds |
Meets |
None |
Yes |
|
Jacob |
5 |
High |
Spanish |
No |
No |
Meets |
Meets |
Very athletic. In three different sports which sometimes affects attendance and turning assignments in on time. RTI Tier 1 for reading. |
Yes |
|
Jonah |
N/A |
Mid |
English |
Hearing impairment; difficulty with hearing in noisy situations. |
No |
Approaches |
Approaches |
Wears a cochlear device. Very involved in school clubs. |
Yes |
|
Kai |
N/A |
Mid |
English |
No |
No |
Exceeds |
Meets |
Loves to read. Student is transgender. |
Yes |
|
Kaleb |
N/A |
Low |
English |
No |
Depression: difficulty with peer relationships and low self-esteem. |
Exceeds |
Approaches |
Has moved a lot in the last few years. Tends to have late/missing assignments. Loves to read. |
Yes |
|
Macy |
N/A |
Mid |
English |
No |
No |
Meets |
Approaches |
Often late to class. |
Yes |
|
Marisa |
3 |
Mid |
Italian |
No |
No |
Approaches |
Approaches |
Parents speak limited English. |
Yes |
|
Michael |
1 |
Mid |
Spanish |
No |
No |
Below |
Meets |
Receives intense ELL services twice weekly. RTI Tier 2 for reading. |
Yes |
|
Quintin |
N/A |
Mid |
English |
OHI, ADHD; difficulty with maintaining focus and task completion. |
No |
Meets |
Meets |
Attendance concern. |
Yes |
|
Raven |
3 |
Low |
Spanish |
APD; difficulty recognizing sounds. |
No |
Approaches |
Meets |
None |
Yes |
|
Trey |
N/A |
Mid |
English |
Dyslexia; difficulty with reading fluency and comprehension. Often inverts letters and words. |
No |
Below |
Meets |
RTI Tier 1 for reading. |
No |
*Below Grade Level: Students are currently performing below first grade level. Progress needs to be monitored.
|
ELL Levels |
Scored as: |
|
1 |
Pre-emergent |
|
2 |
Emergent |
|
3 |
Basic |
|
4 |
Intermediate |
|
5 |
Proficient |
|
Grade |
Reader Measures; Lexile |
|
1 |
120L – 295L |
|
2 |
170L – 545L |
|
3 |
415L – 760L |
|
4 |
635L – 950L |
|
5 |
770L – 1080L |
|
6 |
855L – 1165L |
|
7 |
925L – 1235L |
|
8 |
985L – 1295L |
|
9 |
1040L – 1350L |
|
10 |
1085L – 1400L |
|
11/12 |
1130L – 1440L |
Special Education Key Terms
|
Acronym/Identification |
Details |
Category |
|
504 Plan |
Plan for students with mental or physical impairments that presents limitations, including learning, but not significant enough to qualify for an IEP. Includes accommodations. |
|
|
ADHD |
Attention deficit hyperactivity disorder. Difficulty with focus, attention to detail, task completion, restless, impulsive. |
OHI, 504 Plan, or IEP based on severity of influence on academics. |
|
APD |
Auditory processing disorder. Difficulty recognizing sounds. |
504 Plan or IEP based on severity of influence on academics. |
|
ASD |
Autism spectrum disorder. Developmental disorder often including difficulty with social interactions and communication and sometimes learning. |
IEP |
|
Deaf-Blindness |
Hearing and visual impairments concurrently affecting communication and learning. |
IEP |
|
Deafness |
Requires use of assistive technologies. |
504 Plan or IEP based on severity of influence on academics. |
|
Depression |
Can be considered emotional disturbance based on severity. |
504 Plan |
