The document discusses academically diverse learners and strategies to support their literacy development. Academically diverse learners have a variety of learning needs, including different learning styles, cultural backgrounds, language abilities, and home support systems. Schools can support these learners through collaborative teams that identify student needs, research effective strategies, and monitor student progress. This involves understanding each student, providing differentiated instruction, and engaging families and communities.

1. Academically Diverse Learners
“Today more than ever, a world-class education
is a prerequisite for success…
Together, we must raise the expectations for our students,
for our schools, and for ourselves.”
President Barack Obama
(U.S. Department of Education, 2010)
Haley Just

2.  multiple learning styles
 culturally diverse backgrounds and experiences
 linguistic needs (including language acquisition)
 emotional, social, mental, behavioral and developmental needs
 support system at home
Who are…
academically diverse learners?
(Ohl, n.d.)

3. Step 1 – get to know the learner
 consider developmental stage of literacy, linguistic
abilities, and level of second language acquisition,
family situation, social development, prior school
experiences, and other factors (Mazor & Doran, 2010 p. 105)
Step 2 – opportunities for school support
 collaborate with a PLC or literacy team
 read and research strategies
 RTI implementations (carried out by AST and teacher)
Literacy Support…
for academically diverse learners

4. The Literacy Team
members & roles
 literacy team “coach”
 mediator and motivator
 grade level teachers
 share classroom learning experiences
 evaluate student progress
 share collected data and rationales
 administrative staff members
 collect data and ask question
 ESOL team members
 share strategies for ELLs
 Reading Recovery coach
 literacy development strategies
 reading specialist
 literacy development strategies
 proficiency standards for grade levels
 staff development teacher
 note taker and action item manager
 discusses ideas for professional development
 special education team
 develops DOIs
 shares data collection on “at risk” students
team goals
 maintain school-wide literacy vision
 analyze student data regarding the
literacy needs of diverse learners
 collaborate effectively by
respecting multiple points of view
 share and reflect on the ideas,
strategies, and best practices that
keep the needs of diverse learners
in mind
(Frost, Buhle, & Blachowicz, 2009)

5. The Literacy Team
positive aspects
 professional collaborative
discussions
 shared perspectives
 focus on students
 ‘take-aways’
challenges
 disregard for ground rules
 too many voices
 umbrella conversations

6. Academically Diverse Learners
outside of the classroom
family involvement
 family literacy activities
 literacy education for parents
 video sessions
 guided reading
 word work
 literacy engagement
 invite families into classroom
 Common Core explanation
 curriculum instruction explanation
(Mazur & Doran, 2010, p. 165)
 family surveys (p. 167-170)
community involvement
 family education, support, and
mentorship programs (p. 173-174)
 community outreach programs
 fundraising
 tutoring (service learning)
 volunteering
 ask local businesses or large
corporations to support school
programming
 food pantry
 clothing closet
 before and after school activities
 programming for families

7. Creating Social Change
importance of sharing
 gain insight regarding the
Collaborative Practices Checklist
(Mazur & Doran, 2010, p. 152)
 gauge teacher awareness of
student needs
 create a toolbox of strategies,
lesson ideas, and best
practices to try with a variety
of diverse learners
positive changes in the school
and community environments
 adopting and responding
proactively to NCTE’s Eight
Beliefs for CDLs (NCTE, 2008)
 families feel more informed and
involved in student learning
 educators are more of and
prepared to provide
differentiated instruction that is
celebrates student diversity

8. References & Graphic Credits
Brown University. (2015). Teaching diverse learners: Elementary literacy. Retrieved from
http://www.brown.edu/academics/education-alliance/teaching-diverse-learners/about
City Year Baton Rouge. [Photograph ]. Retrieved from https://cityyearbatonrouge.files.wordpress.com/2013/11/literacy-
1.jpg
Frost, S., Buhle, R., & Blachowicz, C. (2009). Creating a school literacy team. In Effective literacy coaching: Building
expertise and a culture of literacy - an ASCD action tool. Retrieved from
http://www.ascd.org/publications/books/109044/chapters/Creating-a-School-Literacy-Team.aspx
IDA. (2014). [Graphic ]. Retrieved from http://iida-northernpacific.org/assets/2014/05/community-service.jpg
Mazur, A., & Doran, R. (2010). Teaching diverse learners: Principles for best practices. Thousand Oaks, CA: Corwin.
NCTE. (2008). Supporting linguistically and culturally diverse learners in English education. Retrieved from
http://www.ncte.org/cee/positions/diverselearnersinee
Ohl, C. (n.d.). Chad Ohl: e-folio. Retrieved from http://chadohl.weebly.com/standard-3-definition-of-diverse-learners.html

9. References continued…
Phoenix-Talent Schools. [graphic ]. Retrieved from http://www.phoenix.k12.or.us/Page.asp?NavID=295#.VhR8v_lViko
U.S. Department of Education. (2010, May). Diverse learners. Retrieved from
https://www2.ed.gov/policy/elsec/leg/blueprint/faq/diverse-learners.pdf
Woodward, J. (2010, June 15). [Photograph ]. Retrieved from
https://www.responsiveclassroom.org/sites/default/files/3413.png?1372773701
You Can Do It. (2014). [Graphic ]. Retrieved from http://youcandoit.co.in/wp-content/uploads/2014/09/url.jpg