Instructor: Deborah Edens, Reading Intervention Teacher
Grade: 9-10
Subject: READ 180
I. Analyze Learners
a. General Characteristics
The seven students are enrolled in a READ 180 course to receive reading intervention. All seven students are reading below grade level and are enrolled in the course to close the gap between their current reading level and the expected reading level for their grade. Four of the students are in the 9th grade and three of the students are in the 10th grade. This is the second year participating in the READ 180 program for all seven students. Six of the students are black and one student is white. Three of the students are male and four of the students are female. All seven students receive free or reduced lunch.
Six of the students have a reading Lexile in the basic range and one student has a reading Lexile in the Below Basic range. All seven students have learner apathy towards reading. They all state that they do not like to read. All seven students are resistant to putting forth the effort necessary to increase their reading level. All seven students are dissatisfied with being placed in the READ 180 class and view placement in the class as an indication that they are “stupid.” Despite the apathy of the students toward reading, they are respectful and complete work that is assigned to them.
b. Entry Competencies
-Students can read at able to read at a 3rd grade level or higher
-Students can navigate Google Classroom
-Students can create a document in Google Docs
-Students can navigate the READ 180 software
-Students can follow step by step directions
-Students can work with partners
-Students can work independently
All seven students have basic technology skills. They can access software applications, interact with software applications, and create and save documents. All seven students struggle with higher level technology skills, such as independently choosing and using software applications to support their learning. They rely on support from the teacher when presented with a new applications or new technology tasks.
All students have basic reading skills and can answer questions that are at the “Apply,” “Knowledge” and “Understand” levels of Bloom’s taxonomy. All seven students can maintain silent sustained reading for at least ten minutes. All seven students can use the Internet to find answers to basic questions.
c. Learning Styles
The majority of students demonstrate strengths in the areas of bodily/aesthetic intelligence and visual/spatial intelligence. The students prefer working in small groups or with partners. They learn best when presented with visual models and hands-on activities. The students particularly enjoy activities that involve creating videos or blogs, or other activities that allow for them to express themselves creatively. The students all respond positively to the integration of technology into lessons. The students all prefer shorter segments of instruction with frequent changes in activities. Four of the students need frequent opportunities to verbally respond and interact with others during instruction. All seven students respond well to frequent praise and recognition. Five of the students are extroverts, and two of the students are introverts. The extroverts more frequently ask and answer questions and volunteer during instruction. All seven students respond well to one on one attention. All seven students have a high level of social motivation, and a low level of achievement motivation. All seven students demonstrate some level of learning anxiety, and lack confidence as independent learners.
Perceptual Preferences and Strengths
Visual: 4 students
Kinesthetic: 3 Students
Information Processing Habits
Concrete Sequential: 6 students. These students learn best when instruction includes hands-on demonstrations that are sequential and logical.
Concrete Random: 1 students. These students learn best when allowed to utilize trial and error and provided opportunities for exploratory experiences.
Grade: 9-10
Subject: READ 180
I. Analyze Learners
a. General Characteristics
The seven students are enrolled in a READ 180 course to receive reading intervention. All seven students are reading below grade level and are enrolled in the course to close the gap between their current reading level and the expected reading level for their grade. Four of the students are in the 9th grade and three of the students are in the 10th grade. This is the second year participating in the READ 180 program for all seven students. Six of the students are black and one student is white. Three of the students are male and four of the students are female. All seven students receive free or reduced lunch.
Six of the students have a reading Lexile in the basic range and one student has a reading Lexile in the Below Basic range. All seven students have learner apathy towards reading. They all state that they do not like to read. All seven students are resistant to putting forth the effort necessary to increase their reading level. All seven students are dissatisfied with being placed in the READ 180 class and view placement in the class as an indication that they are “stupid.” Despite the apathy of the students toward reading, they are respectful and complete work that is assigned to them.
b. Entry Competencies
-Students can read at able to read at a 3rd grade level or higher
-Students can navigate Google Classroom
-Students can create a document in Google Docs
-Students can navigate the READ 180 software
-Students can follow step by step directions
-Students can work with partners
-Students can work independently
All seven students have basic technology skills. They can access software applications, interact with software applications, and create and save documents. All seven students struggle with higher level technology skills, such as independently choosing and using software applications to support their learning. They rely on support from the teacher when presented with a new applications or new technology tasks.
All students have basic reading skills and can answer questions that are at the “Apply,” “Knowledge” and “Understand” levels of Bloom’s taxonomy. All seven students can maintain silent sustained reading for at least ten minutes. All seven students can use the Internet to find answers to basic questions.
c. Learning Styles
The majority of students demonstrate strengths in the areas of bodily/aesthetic intelligence and visual/spatial intelligence. The students prefer working in small groups or with partners. They learn best when presented with visual models and hands-on activities. The students particularly enjoy activities that involve creating videos or blogs, or other activities that allow for them to express themselves creatively. The students all respond positively to the integration of technology into lessons. The students all prefer shorter segments of instruction with frequent changes in activities. Four of the students need frequent opportunities to verbally respond and interact with others during instruction. All seven students respond well to frequent praise and recognition. Five of the students are extroverts, and two of the students are introverts. The extroverts more frequently ask and answer questions and volunteer during instruction. All seven students respond well to one on one attention. All seven students have a high level of social motivation, and a low level of achievement motivation. All seven students demonstrate some level of learning anxiety, and lack confidence as independent learners.
Perceptual Preferences and Strengths
Visual: 4 students
Kinesthetic: 3 Students
Information Processing Habits
Concrete Sequential: 6 students. These students learn best when instruction includes hands-on demonstrations that are sequential and logical.
Concrete Random: 1 students. These students learn best when allowed to utilize trial and error and provided opportunities for exploratory experiences.