Using Multilevel Texts To Encourage Classroom Inclusivity

What are Multilevel Texts?

Multilevel texts consist of two or more levels of difficulty which makes it appropriate for two or more reading levels. "Using Multilevel Texts" written by Catherine Cornford is a resource that provides helpful information on how to create an inclusive classroom environment with different reading levels by incorporating multilevel texts in lessons. This results in engagement for the entire class of various reading levels as it appeals to everyone. 

Examples of Multilevel Texts

Multilevel texts are a great resource to use in the classroom as it caters to all reading levels. Therefore, this would be beneficial for all grades. The content of specific stories or novels are similar but can be written in a more complex manner to accommodate for higher reading levels or more simpler for lower levels. However, finding content may be difficult. Books That Grow is a great solution to this as it provides numerous texts of different levels. Some novels have more levels available than others but still provides a wide range. It also contains many genres such as biographies, classic fiction, myths and fairy tails, science, social studies, and primary source documents. Therefore, this website contains many genres for your teaching needs. 

To see a comparison of what a multilevel text may look like, the photos below display a level 2 and level 6 version of the story, Jabu The Lion. A major difference is the vocabulary used in the different levels. The higher the reading level, the more complex the vocabulary is. There is also more dialog in the lower level to make the reading simpler. 

Books That Grow. (2015). Jabu The Lion [Screenshot]
Retrieved from http://bit.ly/2eSmWhs

Books That Grow. (2015). Jabu The Lion [Screenshot]
Retrieved from http://bit.ly/2eSmWhs

Therefore, with multilevel texts, all the students in the class can access and read the same material creating an inclusive environment. However, depending on their reading level, the vocabulary may differ between texts. Nevertheless, the content remains the same so all students are able to contribute to reading discussion. This encourages classroom inclusivity as all students are in a comfortable environment to share their representations of the same topic or story. 

Using Multilevel Texts in the Classroom

Learning and Teaching Services. (2016).
Inclusivity [Online Image]
Retrieved from http://bit.ly/2eSlRWN

When incorporating multilevel texts in the classroom, group work is encouraged so peers can help each other which furthers their engagement. In groups, students of the same level can read the content aloud to work on their reading vocabulary and pronunciation of words together. This creates a comfortable learning environment for the entire group to read and then analyze at the level each student is comfortable with. Moreover, students can also discuss the readings with all members of class of all different reading levels. Technology can be incorporated into this as iPads can be used to research meanings of foreign words as well as used as a tool to present group findings. Being in groups, they can help each other dissect the readings providing an inclusive environment for students of various reading levels in hopes of boosting confidence while improving reading and comprehension of the students. 

Curriculum Connection

Multilevel texts correspond to the overall expectations of the Reading Stand in the Ontario Curriculum regardless of a student’s reading level. Students can read a variety of texts while constructing and gaining an understanding for the meaning.  They can also reflect on their own reading strengths and weaknesses as they can determine if a reading level is too difficult or easy for them. If they are having a hard time pronouncing or understanding the more complex vocabulary, the reading level may be too difficult for them or they can find strategies that work for them to solve these difficulties. Whether it is sounding out a word or researching the meaning a word, they will be able obtain new knowledge to read foreign words fluently and understand what it means. 

Multilevel texts allows for all students to be involved in understanding material as it provides the same content but in different levelled texts that are appropriate for each student. Therefore, each student is able to participate and feel valuable in classroom discussion about the reading. This promotes classroom inclusivity while teaching and improving valuable reading skills. 

Coonrod, K. (n.d.). Dr Seuss Reading Quote [Online Image]
Retrieved from http://bit.ly/2epsX4q

Enhancing Media Literacy with Technology

Not all about books, but about technology and digital media. Technology is everywhere. In the 21^st century, we have been exposed to a tremendous amount of technology. The younger generations are also being exposed which is now becoming a way of life and comes natural to use.

Using Media in the Classroom

Since we rely on technology so much in our lives, why not incorporate it in the classrooms. It is important in the curriculum for students to understand how to create forms of media. This not only makes it interesting to the students but it strengthens their understanding of how to use media to portray a message.

Bard, M. (n.d.). Poster [Online Image].
Retrieved from http://bit.ly/2dZfFAA

Social media can be a powerful tool used in the classroom. This article, A Guidebook for Social Media in the Classroom written by Vicki Davis provides helpful tips and information on how to incorporate social media in your teaching lessons and what effect it has on students in the 21^st century. Platforms such as Twitter, Facebook, YouTube, and Blogger have been used successfully for students to analyze information as well as create their own content to post and share. For example, students can use YouTube to create presentations on a subject rather than presenting in class. Therefore, these social media outlets provide an engaging alternative for students to learn and share their knowledge with their class and the world.

Beware What You Share

However, incorporating media in the classroom must be used with caution. Teachers should be aware of online issues in order for media in the classroom to be effective and not a distraction for the students.

Fullerton, B. (2014, April 29).
Poster [Online Image].
Retrieved from http://bit.ly/2ecyY4V

Digital citizenship is important to notify students about so they can be safe online. There are numerous issues such as plagiarism, cyber bullying, security issues, and online maturity. Theses issues need to be addressed to students so they are aware and educated. The website Cyber Academy is a fun game students can play which educates them how to be safe online by focusing on security issues such as spam email, personal information, website dangers, and cyber bullying and how to detect if something is bad. It is important for teachers to monitor the students to ensure they are staying on task and being safe.

Media Literacy

Media information can also be critiqued and analyzed which is a key expectation in the curriculum. In order for students to develop literacy skills, multimedia texts can help with that. For instance, students can research certain subjects online that are of interest to them and spark conversations to their peers or family members about what they have read. This is interpreting and analyzing text and media sources.

Thoughtful Learning. (2016).
Poster [Online Image]. Retrieved from
 http://bit.ly/2dtyGs8

Mobile learning is an effective medium for students to use in the classroom or at home to develop media literacy skills. Smartphones, tablets, and laptops are gadgets that can be used for mobile learning. The reading “More Verbs, Fewer Nouns” written by Julie Evans explains how to incorporate mobile learning in the classroom effectively. The reading emphasizes that the effect these devices have is quite significant. Many benefits result from mobile learning as students develop skills such as communication and collaboration which can be helpful for their future in education or future careers. Students are also able to explore and gain an understanding of media languages – sounds, video, images, graphics, and words.

The blog post It's Not a Pipe: Teaching Kids to Read the Media recalls about a lesson where a class was shown a painting that included the phrase “ceci n’est un pipe” which in English means “it’s not a pipe”. It sends the message that media texts are not always real, but they are representations of reality. Therefore, it is important for students to be exposed to media and learn how to analyze and interpret it in their own way.

Media in the classroom has resulted in many benefits in student’s learning - improvements in engagement, literacy skills, and an overall better understanding of media language. Media can be a tool used to teach but also a tool for students to use to learn, present, and collaborate. Therefore, since digital media is such an important component to our 21^st century lives, it is important to be able to comprehend and create content from different forms of media which can be learned through the incorporation of media in schools.