This document discusses meeting the needs of diverse learners in a high school intensive reading course. It outlines 9 proficiencies for diversity and the author's interpretations of each. The author explains their rationale for using differentiated instructional strategies like varying learning modes, accommodating different abilities, and supporting English language learners. Examples of projects are provided that incorporate choice, cultural exposure, collaboration and accommodations to engage diverse students.

1. Running Head: DIVERSITY PROFICIENCIES
Meeting the Needs of Diverse Learners in High School Intensive Reading
Chad D. Cornwell
Walden University
December 5, 2014

2. DIVERSITY PROFICIENCIES
Section 1: Personal Interpretation
Proficiency A: Differences in approaches to learning and performance, including different
learning styles and performance modes.
Personal Interpretation of the Proficiency: Content is presented in ways that represent varied
learning styles including audible, visual, and kinesthetic. Students demonstrate mastery of
content in ways that are engaging and reflective of multiple intelligences.
Proficiency B: Understanding of exceptionality in learning.
Personal Interpretation of the Proficiency: Teachers complete ongoing professional
development in exceptional learning and skills are demonstrated in classroom activities.
Teachers use data to understand the needs of low achieving students, ESE (exceptional student
education) students, ESOL (English as a second language) students, as well as gifted and talented
students.
Proficiency C: English language learners.
Personal Interpretation of the Proficiency: Teachers apply strategies to the classroom that aid
ESOL students in English language development while respecting and upholding the cultural
needs of diverse families.
Proficiency D: Students’ learning as influenced by individual experiences, talents, and prior
learning, as well as language, culture, family, and community values.
Personal Interpretation of the Proficiency: Opportunities exist for students to incorporate their
familial, cultural, language, and other prior experiences into learning activities. While the
Common Core State Standards (CCSS) do not recognize background knowledge as a component
to success in reading comprehension, education cannot deny these elements and educational
activities should allow opportunities for students to present and learn from others’ backgrounds.

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Proficiency E: Identification, design, and support of instruction appropriate to students’
developmental stages, learning styles, strengths, and needs.
Personal Interpretation of the Proficiency: Using valid data, teachers prescribe a course of
learning that leads to the greatest possibility of success for students.
Proficiency F: Sensitivity to diverse learners and learning modes.
Personal Interpretation of the Proficiency: Teachers recognize that each student enters the
classroom with a unique set of skills, abilities, and background experiences and allows students
to express themselves in the most restrictive ways, while upholding content expectations.
Proficiency G: Accessing appropriate services to meet exceptional learning needs.
Personal Interpretation of the Proficiency: Teachers work closely with families and school
faculty specializing in ESE and ESOL services to understand and meet the diverse needs of
students. Teachers have an awareness of the legal requirements of IEP (individual education
plans) and 504 plans and work closely with families and faculty to support students while
encouraging students’ self-advocacy.
Proficiency H: Understanding and connecting students’ families, cultures, and communities
with educational experiences.
Personal Interpretation of the Proficiency: Teachers communicate regularly with families
about student achievement, student data, and work to understand how the home culture informs
and can be applied to learning activities that benefit both the individual student and his or her
peers.
Proficiency I: Respecting individual differences in education.
Personal Interpretation of the Proficiency: While high standards are set for every student,
teachers demonstrate flexibility with individuals, preserving their dignity and ensuring that they

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have every opportunity to understand and demonstrate mastery of content. This requires making
decisions on a case-by-case basis, documenting every effort, and communicating with the student
and his or her family, school faculty, and other support services.
Section 2: Rationale
A high school intensive reading course by its nature is a laboratory in student diversity.
Reading courses serve students under umbrellas of exceptional student education (ESE) and
English as a second language (ESOL). Differentiation is key to success in a reading course
where teachers and schools are graded based on student achievement on state-mandated tests.
Providing multiple entry points for learning (proficiency A) is a critical component of
differentiated education. Pichert and Anderson (1977) and Tovani (2000) write about students’
lack of purpose when they read. High school education today is more concerned with testing
than with the development of specific skills and strategies related to reading comprehension.
Tovani point out, “a reader’s purpose affects everything about reading” (p. 24). To that end,
students in intensive reading at Newsome High School engage in ten-minutes of sustained silent
reading at the beginning of every class period, complete a reading log (appendix A) that includes
a prompted commentary (Appendix B). Students and the teacher complete fifty-minutes of
reading each week during class time, with the remaining forty minutes required out of class. The
prompts engage students with their reading, setting their purpose, and allowing each student to
interact with their self-selected book in unique and individual ways.
In addition to those students whose achievement in reading comprehension is in the lower
quartile, intensive reading courses also serve high-achieving students who are new to the state.
Simultaneously meeting the needs of gifted and talented students, ESE students, and ESOL
students can pose a challenge (proficiency B). Meeting every students’ needs requires allowing

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individual choice within content-specific assignments. Allowing students to select a speech for
analysis of claim (main idea), claim evidence, and commentary enables students to choose a
speech that he or she feels confident analyzing and presenting in front of his or her peers
(Appendix C). While there are specific parameters for the assignment, content varies by topic,
length, and complexity. This form of differentiation allows each student the opportunity to
reflect on his or her own strengths and weaknesses and choose the window through which they
will enter the learning. Throughout the project students engage with the content in a variety of
ways: analytical essay, development of quiz questions, in-class presentations, allowing students
to apply multiple learning modes within the same assignment, to highlight and develop skills in
analysis, writing, speaking, and listening.
Meeting the needs of exceptional learners in a diverse classroom requires campus-wide
and community support (proficiency G). Response to Intervention provides classroom support
for students in need and prescribes a research-based approach to managing student achievement.
Working with the school’s RtI committee a teacher can identify the specific need for a student
and create a research-based plan for levels of intervention within the school and the community
to help the student improve in targeted areas (Appendix D). Batsche, et.al. (2005) insist that RtI
focuses on intervening early through a multi-tiered approach where each tier provides
interventions of increasing intensity…[including] the practice of screening all children
early in their education to identify those who are not responding to classroom instruction
and providing support through the use of research-based interventions at each tier while
monitoring progress frequently” (p. 4).
Within the intensive reading classroom three areas of concern are frequent: limited vocabulary,
lack of reading stamina, and illegible handwriting. Using resources within the school, from the
school district, the local universities, and community-based partners a student can be evaluated
and an appropriate response prescribed.

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Meeting the needs of ESOL students (proficiency C) requires attention not only to
reading comprehension, but to writing, speaking, and listening as well. Reading projects help
not only struggling readers for whom English is the native language, but provides a platform for
ESOL students to practice and demonstrate proficiency on multiple levels. Cross-curricular
learning encourage ideas that content learned in a reading course applies to other academic
courses as well and teacher collaboration (using one project for grades in both courses) can
reduce student stress and encourage excellence on the assignment. A project such as the
historical podcast (Appendix E) supports reading comprehension, asking students to demonstrate
content mastery in written form and encouraging spoken communication with the requirement of
a produced podcast.
A requirement of English and reading teachers in Hillsborough County School District
(SDHC) is the completion of five, 60-credit courses for an ESOL endorsement on teacher
licenses. Courses include Applied Linguistics, Cross Cultural Communication and
Understanding, Methods of Teaching, Testing and Evaluation, and ESOL Curriculum and
Materials Development. Many of the activities in each course are designed for teachers to
implement activities in the classroom centered on diverse learners. While many of the activities
emphasize Latino/a culture, teachers must also be aware of diverse students from around the
world. Collaborating with the American Museum of Photography and Tampa’s Florida Museum
of Photographic Arts an assignment (Appendix F) engages students in a three-pronged cultural
exchange: the photography of Shotaro Shimomura XXI, the photography of American slavery,
and Commander Perry’s relations with the Empire of Japan. Not only does photography speak to
students in new ways, but engage students in group discussions, individual and group
presentations, written responses to images, working with graphic organizers like a Venn

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diagram, and written responses to quotations and prompts, similar to those present on AP and
end of course exams.
Intensive reading courses thrive on generating individual choice and accountability
through a learning community grounded in respect (proficiency I). Students who achieve in the
lowest quartile have been neglected by an education system that fails to honor their individual
learning styles and needs. Providing options within lessons, teaching students that each choice
has a consequence, and allowing students to demonstrate content mastery through choice
empowers them to be active participants in their own education. Accountability for independent
reading encourages students to complete self-selected books and to demonstrate understanding of
literary concepts like plot, characterization, setting, and more in a way they feel most confident
(Appendix G). The tic-tac-toe format is a recognized means of differentiating learning. Applied
to independent reading, students can choose a means of demonstrating content mastery in a way
that they both enjoy, in which they will be most engaged, and still maintains high levels of
excellence.
Education is about understanding where students are in their life journey, where their
interests and abilities exist, what cultural and background experiences they bring into the
classroom and prescribing a course of action to meet every student’s needs. This is a minefield
that exceptional educators traverse daily. Great teaching requires continuous professional
learning, ongoing analysis of student data, and a commitment to understanding the needs of a
diverse learning community.

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APPENDIX A – Reading Log Form
Name ___________________________________________________ Period 1 2 3 5
6 8
*Reading logs MUSTtotal90minutes per week. Logs enteredwithout a 3-5 sentence comment sectionwill NOTbe scored. Pleasedraw a
horizontallinebetween each log entry. Logs aredueEVERY FRIDAYby 3pm tobe counted for a grade. Late logs will NOTbe accepted.You
need a minimumof5 entries per week (M-F). Peasewriteoutthequestion/promptyou areanswering butdo notincludethis in your 3-5
sentences.
Date Start Page /End Page # Minutes Read 3-5 Sentence Comments

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APPENDIX B- Reading Log Prompts

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APPENDIX C – Speech Assignment
MAIN IDEA SPEECH PROJECT
For this projectyou will selecta speech from americanrhetoric.com (click on Top 100 Speeches), complete an
analysisof the speech’s main idea and supportingdetails,writea 10-question quizfor the class,and presentthe
speech in class theweek of December 8-12. The focus of this projectis on your identification of the speaker’s main
idea and the details heor she uses to emphasize that main idea.
Speaker _________________________________ Speech _________________________________
Your speech must be selected by Monday, November 17th and may not be changed after this date.
1. You must evaluate the main idea of your speech usingany number of graphic organizers specifically used
to outlinemain idea (claim),supportingdetails (claimevidence), and commentary. You may have to
research main idea graphic organizers online. You must provide a copy of the speech color coded with
Green (claim),Yellow(claimevidence), and Blue (commentary).
2. You must prepare a 10-question quiz for the classthatincludes T/F or multiplechoice questions,and at
least3 shortanswer questions. Your quizis due in class on the date you are scheduled to present.
Missing presentations can ONLY be made up with an excused absence AND doctor’s note.
3. You will writea thoughtful 3-paragraph analysis of the speech, identifyingthe speaker’s main idea or
claimand how he or she uses claimevidence to support that claim. This analytic essay will beturned in to
turnitin.comno later than 11:59pm on December 5, 2014.
4. Students will presentwhen they arescheduled. Presentation schedules arerandomly assigned and may
not be changed. Students areexpected to dress professionally for their presentation and speeches must
be in a black three-ring binder. Students MAY read from the speech, however, points will bededucted for
those who appear unprepared.
Due Date Possible Points Points Earned
Speech Selection 11/17/14 10
Analytical Essay and
Graphic Organizer
12/05/14 50
Quiz 40
Performance 50

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APPENDIX D – Response to Intervention Plan
Cognitive Behavioral Communication
Tier I Need: Limitedvocabulary hinders
success on state-mandated testing
Look for: Skipping words during
reading,low vocabularyscores on
tests
Assessments: FAIR test vocabulary,
weekly classroom vocabulary tests
References/Research:
Beck, I.L., McKeown,M.G., & Kucan, L.
(2002). Bringing words to life: Robust
vocabulary instruction. New York:
Guilford.
Johnson,D.D., & Pearson, P.D. (1984).
Teaching reading vocabulary.New
York: Holt, Rinehartand Winston.
Need: Stamina on long reading
passages
Look for: Restlessness during reading,
looking aroundduring testing,
frequent bathroom breaks
Assessments: FCAT/FSA-type tests
with longerpassages.
References/Research: Building
Reading Stamina byCarolBrown
Dodson
Need: Illegible handwriting
Look for: Writtenwork that cannotbe
scored, possibledyslexia
Assessments: handwriting assessment
through patoss
References/Research: patoss website
Tier II Look for: Inability toprocess reading
comprehension due tolimited
vocabulary
Assessments: The Abecedarian
Reading Assessment
References/Research: Reading
Rockets
Look for: Student frustration during
reading comprehension
Assessments: Scholastic Reading
Inventory
References/Research: Scholastic
Reading Inventory
Look for: Written work inother
courses, speak with other teachers
about how handwriting impacts
achievement
Assessments: ScreenerofHandwriting
Proficiency
References/Research: Handwriting
Intervention Strategies
Occupationaland PhysicalTherapy
Department Montgomery County ESC
RegionalCenter January 2009
Tier III Look for: Inability torecognizeand
sound out words incontext
Assessments: Print awareness,
Phonological awareness, Oral reading
accuracy
References/Research:
Bryant, D. P. (2003). Vocabulary
instruction for students with learning
disabilities: Areview oftheresearch.
Learning Disability Quarterly.
Fukkink, R. G., & deGlopper,K.
(1998). Effects ofinstructionin
deriving word meaning from context:
A meta-analysis. Review of
EducationalResearch,68,450-469.
Jenkins, J. R., Matlock,B., & Slocum,T.
A. (1989). Two approaches to
vocabularyinstruction: Theteaching
ofindividualwordmeanings and
practice inderiving word meaning
from context. Reading Research
Quarterly, 24, 215-235.
Look for: Incompletework, low RC
test scores,attendanceand discipline
concerns
Assessments: Reading logs,Reading
stamina chart/poster
References/Research: When Kids
Can’t Read, Heinemann
I read it But I Don’tGetIt, Tocani
Readicide, Gallagher
Ignite APassionfor Reading,Layne
Look for: Misspelledwords,physical
causes ofhandwriting needs,
incompletewrittenassignments
Assessments: EvaluateCUMfilefor
trends, DASHHandwriting Assessment
References/Research: Bryant, D.P., &
Bryant, B. R. (1998). Using assistive
technology adaptations to include
students withlearning disabilities in
cooperative learning activities. Journal
ofLearning Disabilities, 31, 41–54.
Harris,A. J., & Sipay, E. R. (1979). How
to teach reading: Acompetency-based
program.New York: Longman.

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Scenario: John’s (pseudonym for student) scores on FCAT and FAIR tests have remained stagnant for three years.
Now he is in intensivereading4 as a senior,and graduation is jeopardized. His IR4 teacher recognizes the data
trend and questions if there are deeper issues thatjohn’s actingout in classduringtesting. Duringclassroom
observations John’s teacher notices that his classnotes aremessy, John frequently skips over words when reading
aloud,and John’s agitation increases duringtestingand read aloud times. Duringa written assessmentJohn’s
paper was unscorabledueto illegiblehandwriting. John’s teacher speaks with the ESE faculty to assess his
vocabulary and handwritingto gauge if there are deeper needs than the standard classroomcan meet. As partof
the IR4 courseevery student completes The Abecedarian Reading Assessment to assess vocabulary strength (in
addition to weekly vocabulary assignments and tests). The teacher also administers the Scholastic Reading
Inventory to gauge readingstamina and checks readinglogs every week for the time, number of pages read, and a
shortcomprehension evaluation. These sameassessments arecompleted midway through the firstsemester to
mark improvements. When compared with FAIR, FCAT and classroomassessmentdata, the RtI team, ESE team,
and John’s teacher can providea comprehensive action plan to help John see success.

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APPENDIX E - Assignment and Rubric for Book Review Podcast
Your missionshouldyouchoose receive agrade .. . .
1. Choose anhistorical novel toread aboutone of the figureswe studiedinUSHistory. You must
notifyme of the title toavoidrepeatreviews. Know yourself. If youdonot read quickly,donot
choose a 300 page book. There are plentyof worthwhile novelsthatare notthat lengthy.
2. Write a book review(twoparagraphssee rubricbelow). See anexample onthe backof this
rubric.
3. Create the podcastof yourbook review usingGarageBand. Create somethingyouwould
proudlyshare withthe community. Youwill needtopractice readingyourreviewaloudsothat
it soundsnatural. Tone andinflectionmatter! CONVERTTO MP3 initunes.
4. Whenturninginthe assignment:Create folderonyourdesktopwith the audiofile andapicture
of the bookcover. Sendata gif or jpg.Name yourfolderwithyourlastname and the title of the
book. NO TITLE NO UPLOAD!!!
Rubric:
Pointspossible Pointsearned
Writtenbook reviewincludes:
1. Engagingopener 10 _________
2. Detailsaboutcharacter, setting,plot 10 _________
without revealingthe conclusionof the book
3. Featurescorrect,grammar, spelling, 10 _________
and punctuation
4. Bookreviewoffersatleastone opinion 10 _________
Podcast
5.Podcastsoundspolishedwithnocut jumps 10 _________
6.Podcastin recordedinstudents’voice 10 _________
7.Podcastlastsa minimumof 1 minute anda
maximumof 2 minutes 10 _________
8. Voice:wordsare pronouncedcorrectly 10 _________

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9. Voice:Tone and inflectionengage the listener 10 _________
10. Creativity 10 _________
TOTAL 100 _________

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APPENDIX F – Cross Cultural Activity with Photography
There are many curated online exhibits exploring a variety of cultures. The website is all about
photographyfromitsinceptionthroughtoday. Using photography as a resource for students to look at
images of life form other cultures can sometimes be better than looking at painted art, because
students can connect with the reality that this moment in time really, actually existed.
SHIMOMURA: Shotaro Shimomura XXI (1883-1944) was Chairman of The Daimaru Inc., a department
store chain that traces its roots to a single store opened in Kyoto in 1717. Mr. Shimomura was named
Presidentof the companyin 1907 and toured Europe and the United States the following year to study
the management of department stores. He took these photographs on a subsequent trip around the
world in 1934 and 1935, prior to establishing a subsidiary trading company.
The remarkable photographsinthisexhibitionare fromaset of 30 tonedsilver prints,some ontextured
paper.Each 6" x 8" photographisprotectedby a tissue guard with its title in Japanese and English. The
prints are housed in an elegant pawlonia wood box, carved with the photographer's initials. Mr.
Shimomura presented these photographs to close friends and relatives upon his return. He also
exhibited his work in the Ashiya Photo Salons of 1935, 1936 and 1937. Many years after the
photographer's death, his images were featured in the art magazine Geijyutu Shinchou.
The photographs of Shotaro Shimomura combine the best elements of the Pictorialist and Modernist
stylescurrentin the 1930s. We are pleased to participate in the rediscovery of these important works.
Activity #1: Compare the images from the US, Denmark, Switzerland, Egypt, India, and England. What
doeseachphotocapture intermsof the culture of the home country? Discuss, answer, and present to
the class the following QFocus: Shimomura’s photography represents the culture he sees.
Activity #2: The exhibitionistitled“AnEye forthe World”. Researchonline the contemporarylocations
and/orculture and complete aVenndiagramabouthow the locationsare similaranddifferent. Provide
photo images of locations as appropriate with printed curator notes. Display both images in the
classroom.
FACES OF SLAVERY: What we call "history"isbornfrom a collage of glimpsesandimages,insightsand
documents. And while this Gallery does not presume to tell the comprehensive story of early
photography and African Americans, it does offer tantalizing glimpses into the past. During the half-
centurycoveredbythese photographs,AfricanAmericansfoughtslavery,withstoodbrutal racial hatred,
and struggled to escape from poverty. Sometimes the camera was their ally... sometimes it was an
instrumentof prejudice...butoftenitwasan observer,recordingthe imagesthatwe recognize today as
the raw material of history.
Activity #1: Using your knowledge of US History, select a photograph and provide a written narrative
aboutthe image. Youcan write a letter, a newspaper article, song lyrics, or a poem that addresses the

16. DIVERSITY PROFICIENCIES
image. You can write from anyone’s perspective you wish, but you must take into consideration who
this person is and why they feel the way they do. Give your author a name and a backstory.
Activity #2: Discusswithyourgroup whyyouwouldor wouldnotsupportabolitionof slavery in the US.
Come to a consensusandwrite a one paragraphbrief on yourposition. Youmustuse a minimumof two
additional researched sources to support your position.
Activity #3: Using the photo “Civil War Soldiers with a Contraband” respond to the following quote:
“There issomethingverytouchinginseeingthese poorpeople comingintocamp--giving up all the little
tiesthat clusterabouthome,suchas itis inslavery,andtrustfullythrowingthemselves on the mercy of
the Yankees, in the hope of getting permission to own themselves and keep their children from the
auction-block.” Whatdoyou thinkisoccurringin the photo? How does the photo relate to the quote?
Discussthe historyof slaveryinthe US and the existence of slavery around the world. QFocus: Slavery
contributes to culture.
CROSS CULTURAL CAMERA: HOW PHOTOGRAPHY BRIDGED EAST AND WEST: For more than two
centuries, Japan turned inward. Interactions with the world outside its borders were rare until the
AmericangovernmentsentCommodore Matthew Perrytoopendiplomaticrelations.150 years ago, the
United States and Japan signed a Treaty of Peace and Amity in Yokohama.
A daguerreotypist accompanied Perry's mission; except for a few scratched and scarred survivors, his
images are known to us today only in the form of lithograph copies.
Americanswere fascinatedbythe exoticculture revealedfirstinthe narrative of Perry's expedition and
later in the photographs made by Westerners in Japan. When the first Japanese diplomats arrived
in New York in 1860, they were greeted by curious crowds and posed for 3-D photographic portraits.
Their visit was also heralded by a poem penned by Walt Whitman.
Soon,photographicstudioswere establishedin Japan, producing images of local scenery and Japanese
social customs for distribution around the world.
In an age when internationaltravel wasstill agreatrarity,photographyhelpedtobridge the cultural gap
between East and West.
Activity #1: Select three images for your group. Discuss and create a T-graph showing similarities and
differencesbetweenJapanese culture and the culture of your choice. You must address a minimum of
three similarities and three differences for each culture.
Activity #2: Look at the image “AmericanGirl inJapanese Costume”. Discussinyourgroup and create a
mind map of your ideas about why Westerners were/are interested in Eastern culture like food and
dress. What aspects of Eastern culture do you experience in your lives?

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APPENDIX G – Independent Reading Tic-Tac-Toe
READING TIC-TAC-TOE CHOICES
Once you finish reading your book, completed one of the following tasks to receive credit. Each
task can only be completed once throughout the year.
Please turn in this cover page with each assignment.
1.
Write a letter to the author
expressing your understanding
of the author’s main idea. You
need to include one argument
for the book and one argument
against.
Rubric
2.
Use StoryBird to create a child’s
version of your book. You must
include a cover and a minimum
of 15 pages with text.
3.
Create a movie poster for your
book that best identifies the
story’s main idea. Choose who
will play important characters.
You can use any art medium to
complete your standard-sized
poster.
Rubric
4.
Write a melodic or rap song
basedon your book. You should
highlight the main ideas and
some characters. You must
produce your song and make it
available on cd, complete with a
CD cover design.
Rubric
5.
Create a podcast in which you
“interview”the author about his
or her book. Record and submit
your podcast as outlined on the
rubric.
Rubric
6.
Write a review of yourbookfor a
large national magazine or
newspaper. 500 word minimum
addressing all of the details on
the rubric.
Rubric
7.
Make a scrapbook about one of
the characters from the book.
Follow the detailed rubric for
creation of the scrapbook, there
are several components.
Rubric
8.
Read a second book by the
author and write a detailed
comparison of the two books.
THIS COUNTS AS TWO OF YOUR
SIX ITEMS FOR COMPLETION.
500 word minimum.
Rubric
9.
Compare your book with the
movie version. You must draw
significant comparisons and
contrasts between the movie
and book for credit. 750 word
minimum.
Rubric
Student Name ___________________________________________________ Class Period ___________
Book Title ____________________________________________________________________________
Author _________________________________________________________ Choice # ____________

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REFERENCES
Batsche, G., Elliott, J., Graden, J., Grimes, J., Kovaleski, J., Prasse, D. et. al.(2005). Response to
intervention: Policy considerations and implementation. Alexandria, VA: National
Association of State Directors of Special Education.
Prichert, J., and Anderson, R. (1977). Taking different perspectives on story. Journal of
Educational Psychology, 69: 309-315.
Tovani, C. (2000). I read it but I don’t get it: Comprehension strategies for adolescent readers.
Portland: Stenhouse Publishers.