Blog 6: Supporting Diverse Learners in Content Classrooms

Diverse learners are those students who might be at risk for academic failure and who need special understanding and attention.  This can include students who are Esl, have special needs, come from a low socio-economic status, etc.  Students who have higher incidence disabilities are those students who have special needs that are more common and seen often in the schools.  Lower incidence disabilities refers to disabilities that are less common in the schools, such as multiple impairments, autism, and health impairments.

What is IDEA?
The law which upholds the standards of special education.
All children have the right to a free and appropriate public education in the least restrictive environment.

Teaching Students with Special Needs
1.  Differentiated instruction: varied learning contents, contexts, and modes of assessment to meet the individual needs of each student
2.  UDL:  theoretical framework designed to guide the development of curricula that are flexible and supportive of all students (multiple means of representation, expression, and engagement)

At risk students are students in danger of dropping out of school because of low achievement.

Resilient students are those who bounce back and succeed at school, despite hardships

Factors Influencing Resilient Students at Risk
1. encouragement
2. high expectations
3. support system
4. recognition
5. accomplishment

Guidelines for Working with Students from Low-Socioeconomic Backgrounds
1. Be sensitive to the conditions that influence these students' behavior and achievement
2. Be aware of the effect of poor nutrition and health on learning
3. Take action to improve students' lives for the better

When working with students with low self-esteem, focus on their strengths.  Give these students opportunities to read material that is within their reading level.  Offer these students cooperative learning opportunities.

When working with Esl, remember that language is learned through incidental learning and is learned best in a relaxed atmosphere!

Strategies for Struggling Readers!
1. REQUEST
2. Mystery clue game
3. text mapping
4.  Analogies
5.  LEA
6.  Concept formation study guides
7.  Embedded questions
8.  Interactive notebooks

I work with Autism Spectrum students through SECEP.  We use a lot of concept mapping and LEAs to better understand what we are reading.  We help our students by using a lot of visuals.

Final copy of lesson plan

PAR Lesson Plan:  Special Education (5^th grade):  The Parts of a Plan

This lesson plan has been adapted for a very low performing fifth grader on the Autism Spectrum.

Written Purpose:  Students will understand the parts of a plant and their very basic functions.

Detailed Objectives:  *SWBAT complete a chart labeling the parts of a plant.

                                    *SWBAT identify the basic needs of plants.

                                    *SWBAT identify the functions of plant parts.

                                    *SWBAT decipher plant parts from their needs.

Life Processes and Living Systems (VAAP goal)

5S-LPS 1         The student will investigate and understand basic plant anatomy and life processes.  Key concepts include

a)       The structures of typical plants and the function  of each structure

*equivalent to SOL 4.4

Strategies/ Activities

Preparation

1.      KWL chart-  The chart allows students to tap into their prior knowledge.  It allows teachers to evaluate what students already know before building upon it.

This chart will be completed on the white board as a class.  The teacher will ask students what they know about plants.  Teacher will write these statements under the “K” on the chart.  Then the teacher will ask students what they would like to know about plants and list that under the “W” on the chart.  The “L” will be filled in after students are finished learning the information.

2.      Anticipation guide-  The guide allows students to access their prior knowledge and become engaged in the reading and what they will be learning.

 Students will be given the following chart to complete.  Teacher will read each statement and students will write a check mark if the statement is true.  After the lesson, the students will revisit the chart and determine if they were correct in their prior thinking.

Before (√ if correct)	Statement	After (Mark yes/no) Was I right?
	Plants are green.
	Plants need water.
	Plants have leaves.
	Plants have legs.
	Plants have roots.

Assistance

1.       Read-Aloud/ Vocabulary Instruction-  The read-aloud helps students understand and properly read the words in the book.  Reading-aloud helps keep students engaged and the teacher can point out specific vocabulary words to grab students’ attention.

Teacher reads the book Plants aloud with a small group of students.  Teacher points out important vocabulary words and has the students touch the correlating picture.  (e.g. roots, stem, leaves, flower).  When the book is finished students will complete a vocabulary worksheet (a graphic organizer).  Students cut out the pictures of the plant parts and glue them on the worksheet with the corresponding word.

 

2.      Semantic map-  Semantic mapping helps students remember text, as well as create connections.

After reading the book, students will fill in the semantic map.  Visuals with the word will be provided to fill in the blanks.  The main heading will be plants.  The sub-headings are parts and needs.  Then the students put the corresponding pictures under the correct heading.

Reflection

1.        Repeated Readings and Text Lookbacks-  Helps students improve oral reading, comprehension, fluency, and make more connections.

Students will reread the book Plants in pairs.

            2.       About/ Point Study Sheet-  Helps students connect supporting points to the main idea.  This helps students reflect on what they read.

                   Students will complete an about/point study sheet orally and as a class.  The teacher will guide the students and help them find the main ideas:  plants parts, plant needs, and functions.  Then the teacher will ask the class what goes under these headings.

            3.      Students will also go back and complete the “L” portion of their KWL and complete their anticipation guide.

Evaluation:

Students will complete a test. The first part of the test will have a picture of a plant.  Students will have to label the main parts using a word bank .  The second part of the test will have a list of things a plant needs or doesn’t need and students will have to put a check next to the needs.  The third part of the test will have students match each part of a plant with its corresponding function.  Teacher will be allowed to read the test and assist students with directions. Teacher will grade and evaluate on correctness.

Source:  Richardson, J. S., Morgan, R. F., & Fleener, C. (2011). Reading to learn in the content areas. (8th ed. ed.). Belmont, CA: Wadsworth Pub Co.