Diverse Learners THE BENEFITS OF CULTURALLY & LINGUISTICALLY DIVERSE LEARNERS
Culturally and Linguistically Diverse Student Spotlight
Meet Sara 5 th grade Female student 10 years old Spanish and English both spoken at home Socioeconomic status= median range
Academic Challenges for Sara Reading fluency is currently below grade level expectations at 86 words per minute (wpm) on the AIMSWEB Reading Curriculum Based Measurement (RCBM). The current goal for 5 th grade students is 121wpm. Comprehension is also below grade level expectations. She scored an 11 on a MAZE assessment. The 5 th grade target is 16. Limited vocabulary. Sara often asks what words mean or what the word for an object or concept is.
Sara’s Funds of Knowledge Sara speaks both English and Spanish. She works hard in school and is supported in her efforts by both parents. She previously attended a private school. Sara has traveled to Cuba and Puerto Rico where she has extended family. She participates in team sports such as soccer and takes dance classes. Sara enjoys reading about places and stories that have magic and adventure.
CCSS ELA Standards for 5 th Grade Sara’s Focus Points in Literacy Comprehension RL.5.1 & RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. Vocabulary RI.5.4 Determine the meaning of general academic and domain- specific words and phrases in a text relevant to a grade 5 topic or subject area. RL5.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. Fluency RL.5.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4-5 text complexity band independently and proficiently. RI.5.10By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently.
Sara’s Strengths Related to the Literacy Expectations of the CCSS Standards Sara is able to easily make connections between her background knowledge and new learning. She is not extremely behind in her fluency or comprehension. The Achievement gap is not terribly wide for her. Sara is able to use texts to support her answers and in discussions with minimal prompting. Her writing contains good ideas as is a good starting point for longer written pieces.
Challenges for Sara in Achieving Mastery of the Standards Her starting point in literacy is below grade level. She needs multiple exposures to content and vocabulary to internalize it. Her fluency is slower than grade level expectations so she needs additional time to read and comprehend texts. Sara’s writing lacks explanations and details to convey her meaning or tell a story
Opportunities Sara Brings to the classroom
Sara’s family could share their culture with the class (food, history, music). When Sara shares her experiences about her travels during discussions greater dimension and depth are added.
As she progresses, Sara could potentially help other students that are also struggling by sharing her thinking and understanding of concepts. Sara can share her bilingual expertise by translating and assisting other students who are not as fluent as she is.
As Sara progresses in her literacy development this year, she and her family can contribute meaningfully to the class as a whole.