9th Grade Learner Profile

Learner Profile - Ninth Grader: Sabrina

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

Sabrina is a very quiet young lady who sits in the back of the room and tries her best to become invisible. She has a couple of close friends and is pleasant, but her insecurity prevents her from socializing and is uncomfortable being the center of attention. She is very talented in art and music, and her background knowledge is impressive in these areas. When addressed publicly or put on the spot, she reacts defensively and displays sarcasm, especially when unprepared. However, she responds well and is motivated by subtle praise or encouragement from educators with whom she trusts and has a great relationship. During instruction, she prefers capturing her notes electronically, which helps her learn better. When working alone without supervision, her progress is often slow and incomplete.

Sabrina struggles to use grade-level vocabulary in her speaking (groups, discussions) and in all forms of writing, including projects. She struggles with both reading and finding meaning with unknown words and phrases in grade-level passages and has difficulty with the use of context clues. Applying new vocabulary, including figurative language, is a challenge. However, she enjoys discovering word relationships to determine word meaning (denotative and connotative) and describes the search as fun or a game. She also gets a kick out of discovering the origin of academic vocabulary, especially when the word is used in other subjects as well. Although her reading is below grade level, audio support significantly helps her, and her interest in art and music motivates her to learn (read and write) about these subjects.

Sabrina excels with technology and enjoys using iPads and laptops in class. Through this, she created an online vocabulary toolkit, but has difficulty applying it effectively unless permitted to use supported tools. She displays difficulty recalling information and making connections to prior learning.

She is very timid in group situations and will not volunteer for leadership roles; however, she shines as the organizer, collecting and managing resources effectively.

Identification: Design to the Edges

Using UDL to inform instruction aligned to B.E.S.T. Standards implementation for ALL students.
Objective: Identify evidence-based practices for using UDL principles to design reading instruction.

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

Activate prior knowledge by overtly connecting to and bridging ideas and concepts through multiple ways to access (written, spoken, images, videos).

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

Provide the options (choice), including technology, for interaction with resources and materials (text, online, audio, peer) when working with vocabulary to increase word knowledge and application.

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

Allow options, including technology, and allow use of online vocabulary toolkit for assignments to assist with application of knowledge.