FUNDAMENTAL OF DIVERSE LEARNERSWGU DO96 EXAM WITH LATEST VERIFIED QUESTIONS AND CORRECT ANSWERS ALREADY GRADED A+

FUNDAMENTAL OF DIVERSE LEARNERSWGU DO96 EXAM WITH LATEST VERIFIED QUESTIONS AND CORRECT ANSWERS ALREADY GRADED A+ What Is progress monitoring used for? - ANS-Monitoring Academic and Behavior progress What Age is progress monitoring usually used for? - ANS-Elementary students. But it can be conducted effectively at any age. CBM (Curriculum Based Measurement) - ANS-Includes instruments or probes. Has a short sample from the curriculum. Includes items from across the curriculum to provide a representative indicator of the students skills. It provides immediate info about how the student is mastering skills being taught at the moment. What is the fundamental cultural purpose of language outside of communication? - ANS-Identity What is a characteristic of students who are learning a second language - ANS-Students who practice the second language in academic settings learn the academic language faster. Who is responsible for creating assessments in a co-teaching classroom - ANS-Both teachers What is the major difference between Tier 2 and 3 of support in MTSS - ANS-Tier 3 provides more instructional time but it also provides smaller groups. Targets precise objectives at appropriate levels, systematic instruction, extensive opportunities for practices, and increased error correction and feedback opportunities. Tier 3 level of support - ANS---Intensive-- The most intensive level of support provided (in addition to tier 1). This intervention is geared toward skill growth and acquisition much more narrowly focused. Tier 2 level of support - ANS---Targeted-- Small group intervention provided to students in addition to tier 1 support ( Targeted areas of need) Tier 1 level of support - ANS---Core-- Whole class instruction using evidence-based general education strategies What is one function of the home language survey for language students - ANS-Determines the potential need for a language assistance program Once students are ID'd as potential EL's what is the process? - ANS-They must be assessed with a valid and reliable assessment to determine if they qualify for EL services A teacher observes disruptive behavior among a number of students, what should she do? - ANS-Reduce long delays between activities to hold students attention What type of differentiation is address in an IEP where a student need to sit near the teacher in the first or second row? - ANS-Environment What curriculum adjustment will help students who are bored in class? - ANS-Adjust assignments to include student interest What is a student able to do in Early Production? - ANS-Basic vocab Know up to 1000 words What differentiation method is a teacher using when offering reading materials at different reading levels to students? - ANS-Content What is a student able to do in the preproduction stage? - ANS-Practice pronouncing words Basic vocab Know up to 500 words Stages of Second Language Acquisition - ANS-1. Preproduction 2. Early Production 3. Speech Emergence 4. Intermediate Fluency 5. Advanced Fluency Explicit Instruction - ANS-An instructional strategy that emphasizes group instruction. The instruction offered should include a great deal of teacher-student interactivity. The teacher models the behaviors taught Explicit instruction and implicit instruction - ANS-Two distinct methods of providing instruction to diverse students and these are used for various student groups depending on the functioning level and the subject area Systematic Instruction - ANS-A carefully planned sequence for instruction, similar to a builder's blueprint for a house. A blueprint is carefully thought out and designed before building materials are gathered and construction begins. The plan for instruction that is systematic is carefully thought out, strategic, and designed before activities and lessons are planned. Instruction is across the five components (phonemic awareness, phonics, fluency, vocabulary, and comprehension). For systematic instruction, lessons build on previously taught information, from simple to complex. 3 characteristics of systematic instruction - ANS-Goal based Supported and scaffolded Logically sequenced Progress Monitoring - ANS-Tests that keep the teacher informed about the child's progress in learning to read during the school year. They are a quick sample of critical reading skills that will tell the teacher if the child is making adequate progress toward grade level reading ability at the end of the year. Curriculum Based Measurement - ANS-Used to measure the growth of student's proficiency in the core skills that contribute to success in school Differentiated Instruction - ANS-Practice of individualizing instructional methods, and possibly also individualizing specific content and instructional goals, to align with each student's existing knowledge, skills, and needs. Differentiated assessment - ANS-Allows more accurate measurement of what students know, it can provide valuable information about learning profiles and preferences. Speech Emergence - ANS-Continues gaining vocabulary, communicates using words with high semantic context, nouns, verbs, and adjectives, understands more than they can communicate, more effectively in face-to-face interactions. knows up to 3000 words Co-teaching - ANS-In co-teaching arrangements, two or more teachers teach together in the same classroom where students benefit from each teacher's specialty (e.g., a regular and a special education teacher working with regular students and students with a specific disability such as hearing impairments). Acculturation - ANS-The adoption of cultural traits, such as language, by one group under the influence of another.