6th Grade Learner Profile

Learner Profile - Sixth Grader: Sam

Below is a learner profile on Sam. As you read the profile, note Sam's strengths as well as any barriers to engagement and achievement. Look at the "Example Strategies for Designing to the Edges" page for ideas on how to design reading instruction for Sam.

Sam is very sociable and is well liked by her peers. She seems older than her age and shares a positive attitude with different perspectives on life. She has no responsibility at home but is expected to achieve excellence in school. In fact, she feels pressure from her parents, siblings, teachers, peers, and self to perform well, always. Most of the work comes easy for her and, as a result, she is very bored in school. She sees no relevance to schoolwork and asks "why?" and "how come?" and rarely completes homework assignments. She enjoys presenting projects in class.

She pushes through group situations with a "take charge" attitude and becomes easily frustrated and impatient. She has a great memory and recalls information well; however, she refrains from pushing too hard in challenging or uncomfortable situations to avoid failure of not knowing the information or being made fun of or bullied. If she feels a task is too difficult or is a task she doesn't understand, Sam becomes argumentative and shuts down. When working independently, she works very quickly to complete tasks so she can have time on one of the iPads or read her novel. However, this often results in poor grades due to mistakes.

She comprehends text at the ninth-grade level but displays difficulty integrating academic vocabulary/word meaning appropriately at that grade level in speaking and writing, and uses visual material (e.g., pictures, diagrams) to support understanding. She is very comfortable integrating vocabulary authentically in speaking and writing tasks independently at sixth grade level across all content areas.

Presently, her use of figurative language and word relationships with vocabulary terms at the high school level in speaking and writing is lacking. When time is taken to learn, she can easily apply knowledge of Greek and Latin roots and affixes to determine meanings of words and phrases at and above grade level. Her application of context clues and reference materials to determine the meaning of words (i.e., connotative, denotative) and phrases appropriate to her grade level and beyond are outstanding, which continues to enhance her vocabulary and background knowledge.

Identification: Design to the Edges

Best practices for using UDL principles to design Tier 1 reading instruction, including the integration of technology in the classroom. Objective: Identify technology supports that will increase student engagement, participation, and instruction.

Accessing (e.g., method to gain access to the content being presented)

Use a variety of methods (e.g., speaking, modeling, media) to present new information to increase interest.

Interacting (e.g., tools used to gain knowledge and understanding of the content)

Use of online dictionary to stretch and increase figurative language and vocabulary.

Demonstrating (e.g., how you will provide evidence of your knowledge and understanding of the content)

Offer various ways for demonstration of knowledge that includes technology to reduce unnecessary mistakes.