Snapshot 9.1. Advanced Learners Collaborate to Interpret Literary Text
in Grade Six (cont.)- Use Media (research skills – resources) searching contemporary and historical archives
online - Make a Photo Essay (product) printing and displaying a collection of pictures on a
poster with a drawing of the Ceremony of Twelve in the center - Conduct a Panel Discussion (product) organizing an oral presentation to debate
dilemmas or controversies involved with these rites of passage (ethics)
They work together to prepare their presentation.
Resources
Adapted from
Kaplan, Sandra, Bette Gould, and Victoria Siegel. 1995. The Flip Book: A Quick and Easy Method for Developing
Differentiated Learning Experiences. Calabasas, CA: Educator to Educator.
Lowry, Lois. 2002. The Giver. New York: Random House.CA CCSS for ELA/Literacy: RL.6.1–4; SL.6.1
Related CA Model School Library Standard:
6-3.3 Use information and technology creatively to answer a question, solve a problem, or enrich understanding.Students with Disabilities
In accordance with the Individuals with Disabilities Education Improvement Act (IDEA),
reauthorized in 2004, California local education agencies provide special education and other related
services as a part of a guaranteed free appropriate public education to students who meet the criteria
under one of the following categories (presented alphabetically): autism, deafness, deaf-blindness,
emotional disturbance, hearing impairment, intellectual disability, multiple disabilities, orthopedic
impairment, other health impairment, specific learning disability, speech or language impairment,
traumatic brain injury, visual impairment, including blindness. (See the National Dissemination Center
for Children with Disabilities [http://nichcy.org/disability/categories] for detailed descriptions.)
Students with specific learning disabilities and speech and language impairment make up
approximately two-thirds of students receiving special education services (CDE 2014a). While specific
learning disabilities vary widely, difficulty reading is the most common type of specific learning
disability. (However, it is important to note that students experiencing difficulty reading do not
necessarily have a learning disability. There are many causes for low achievement in reading, including
inadequate instruction. Under IDEA, a student who is performing below grade level may not be
determined to have a specific learning disability, if the student’s performance is primarily a result of
limited English proficiency or if it is due to a lack of appropriate instruction.)
A student’s membership in a particular disability category only represents a label for a qualifying
condition. The spectrum of severity of disability and the educational needs within each disability
category are widely variable. Thus, services provided are based on individual need and not a label. All
students with disabilities require knowledgeable teachers who work closely with education specialists
and families to determine how best to provide equitable access to the curriculum.
The authors of the CCSS provided specific recommendations for ensuring that students with
disabilities have appropriate access to the standards. Their statement, Application to Students with
Disabilities (http://www.corestandards.org/assets/application-to-students-with-disabilities.pdf), is
provided in figure 9.6.
902 | Chapter 9 Access and Equity