6th Grade Learner Profile

Learner Profile - Sixth Grader: Leo

Below is a learner profile on Leo. As you read the profile, note Leo'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 Leo.

Leo has a great imagination and is very creative, qualities that are demonstrated in the projects he works on. He is naturally funny; his peers look up to him, and he displays qualities of a natural-born leader. Leo is motivated to learn and participates in all classroom activities. He lacks background knowledge and displays difficulty recalling information and making connections to prior learning. He is effective with his use of simple words and phrases, however, he displays difficulty integrating academic vocabulary appropriately to grade-level multisyllabic words in speaking and writing. However, he shares and uses terms learned in the content area of history, which happens to be his favorite subject.

He comprehends text near or at grade level when he hears the information, or it is read to him. He reads fluently and comprehends text at his learning level, which is at the third approaching fourth grade reading level.

Leo does not enjoy reading and refuses to read out loud in class because he recognizes his struggle with word recognition and decoding words. He skips or stops reading when he approaches unknown words.

He can identify and apply knowledge of common Greek and Latin roots and affixes to determine the meaning of unfamiliar words comfortably at a third-grade reading level. Leo is working diligently to understand and apply knowledge of context clues when reading. When writing, he includes basic vocabulary terms, though he struggles with spelling. With guidance and support, Leo is discovering the use of figurative language and word relationships, as well as how to effectively determine the connotative and denotative meaning of words and phrases.

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)

Begin the use of metacognitive strategies, including etymology, when presenting new vocabulary terms (e.g., student-friendly definitions and visuals, Think-Aloud strategies).

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

Increase word knowledge through word word-rich environment (e.g., word wall, linear array, vocabulary notebook, realia, online dictionary), students develop.

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

Provide options (e.g., written, typed) for assignments and incorporate a gradation of terms using linear arrays.