August 29, 2023

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

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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

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

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