D169 WGU questions with verified answers
A fifth-grade classroom has students with varying reading levels and English
proficiency. The teachers provide differentiated reading instruction by having one
teacher lead a small group focusing on decoding skills, while the other teacher
works with the remaining students on reading comprehension strategies.
Which co-teaching model is being used? Ans✓✓✓ Alternative Teaching
A fifth-grade student struggles with understanding details. When asked questions
during class, the student uses one- or two-word phrases.Which stage of language
production is the student exhibiting? Ans✓✓✓ Early Production
A kindergarten teacher is planning an activity in which the students will be sorting
blocks of various shapes and colors into containers. A five year old with cerebral
palsy can discriminate shapes and colors, but motor control problems will prevent
the student from physically manipulating the blocks.Which approach should the
teacher use in this situation? Ans✓✓✓ Arrange for the student to use a different
mode, such as gestures or verbal prompts, to tell a peer buddy where to put the
blocks.
A math teacher notices that some students in the class grasp new concepts
quickly, while others require extra support to understand the material. The
teacher decides to assign different groups specific sets of problems adapted to
their level.
Which differentiation strategy is the teacher using? Ans✓✓✓ Tiered assignments
A middle school uses a program model that is centered on English learners (EL)
learning alongside their English-proficient peers. English is the language of
,instruction, but the use of home languages is allowed and encouraged. Teachers
provide language supports in a content classroom. Which program model does
the school use? Ans✓✓✓ Sheltered instruction
A science teacher offers students several options for demonstrating their
understanding with an upcoming science project, including creating a
presentation, conducting a hands-on experiment, or writing a research paper.
Which approach is the teacher using? Ans✓✓✓ Universal design
A special educator is concerned by the noncompliant behaviors demonstrated in
an inclusive general education setting by a student with an emotional disorder.
The educator has many possible strategies at their disposal. After reviewing
possibilities, the educator plans to complete a functional behavior assessment
(FBA) and arranges to interview the student's general educator and different
members of the family as one aspect of the assessment.Which question will the
special educator likely ask during the interviews? Ans✓✓✓ At what point during
the day is the student more likely to exhibit inappropriate behaviors?
A student who is an English learner (EL) has improved their vocabulary and
comprehension skills. After a language assessment, the teacher notices significant
growth in their vocabulary, but the student still struggles with comprehension.
How should the teacher provide feedback to help this student? Ans✓✓✓ Provide
praise for their growth and targeted support for improving comprehension.
A student with an emotional or behavioral disorder (EBD) has just been placed in
a general mathematics class. Two days in a row, when given a math worksheet,
the student looked at it for a few minutes, pushed it aside, and put their head
, down on the desk.Which action should the teacher take before giving the student
more math worksheets? Ans✓✓✓ Talk with the student to determine if the
worksheet content is appropriate.
A student with autism spectrum disorder (ASD) has been practicing their social
skills, specifically initiating and maintaining peer interactions. The teacher notices
the student making efforts to engage with peers during a group activity, but the
student is struggling with turn-taking and sharing. How should the teacher
provide constructive feedback to promote improvement? Ans✓✓✓ The teacher
should praise the student's efforts to engage with peers and offer gentle
reminders to improve turn-taking and sharing.
A student with dyslexia has been practicing and improving their reading fluency
and decoding skills. During a reading assessment, the teacher notes significant
progress in their accuracy but continued struggles with reading fluency.
How should the teacher provide constructive feedback to promote further
improvement? Ans✓✓✓ Praise the improvement and offer constructive
suggestions for improving fluency.
A teacher assessed the language proficiency of an English language learner (ELL)
and learned that the student struggles with vocabulary acquisition and
comprehension.
How should the teacher use these results to make instructional decisions?
Ans✓✓✓ Analyze the data to determine strategies such as language scaffolds or
peer tutoring.
A fifth-grade classroom has students with varying reading levels and English
proficiency. The teachers provide differentiated reading instruction by having one
teacher lead a small group focusing on decoding skills, while the other teacher
works with the remaining students on reading comprehension strategies.
Which co-teaching model is being used? Ans✓✓✓ Alternative Teaching
A fifth-grade student struggles with understanding details. When asked questions
during class, the student uses one- or two-word phrases.Which stage of language
production is the student exhibiting? Ans✓✓✓ Early Production
A kindergarten teacher is planning an activity in which the students will be sorting
blocks of various shapes and colors into containers. A five year old with cerebral
palsy can discriminate shapes and colors, but motor control problems will prevent
the student from physically manipulating the blocks.Which approach should the
teacher use in this situation? Ans✓✓✓ Arrange for the student to use a different
mode, such as gestures or verbal prompts, to tell a peer buddy where to put the
blocks.
A math teacher notices that some students in the class grasp new concepts
quickly, while others require extra support to understand the material. The
teacher decides to assign different groups specific sets of problems adapted to
their level.
Which differentiation strategy is the teacher using? Ans✓✓✓ Tiered assignments
A middle school uses a program model that is centered on English learners (EL)
learning alongside their English-proficient peers. English is the language of
,instruction, but the use of home languages is allowed and encouraged. Teachers
provide language supports in a content classroom. Which program model does
the school use? Ans✓✓✓ Sheltered instruction
A science teacher offers students several options for demonstrating their
understanding with an upcoming science project, including creating a
presentation, conducting a hands-on experiment, or writing a research paper.
Which approach is the teacher using? Ans✓✓✓ Universal design
A special educator is concerned by the noncompliant behaviors demonstrated in
an inclusive general education setting by a student with an emotional disorder.
The educator has many possible strategies at their disposal. After reviewing
possibilities, the educator plans to complete a functional behavior assessment
(FBA) and arranges to interview the student's general educator and different
members of the family as one aspect of the assessment.Which question will the
special educator likely ask during the interviews? Ans✓✓✓ At what point during
the day is the student more likely to exhibit inappropriate behaviors?
A student who is an English learner (EL) has improved their vocabulary and
comprehension skills. After a language assessment, the teacher notices significant
growth in their vocabulary, but the student still struggles with comprehension.
How should the teacher provide feedback to help this student? Ans✓✓✓ Provide
praise for their growth and targeted support for improving comprehension.
A student with an emotional or behavioral disorder (EBD) has just been placed in
a general mathematics class. Two days in a row, when given a math worksheet,
the student looked at it for a few minutes, pushed it aside, and put their head
, down on the desk.Which action should the teacher take before giving the student
more math worksheets? Ans✓✓✓ Talk with the student to determine if the
worksheet content is appropriate.
A student with autism spectrum disorder (ASD) has been practicing their social
skills, specifically initiating and maintaining peer interactions. The teacher notices
the student making efforts to engage with peers during a group activity, but the
student is struggling with turn-taking and sharing. How should the teacher
provide constructive feedback to promote improvement? Ans✓✓✓ The teacher
should praise the student's efforts to engage with peers and offer gentle
reminders to improve turn-taking and sharing.
A student with dyslexia has been practicing and improving their reading fluency
and decoding skills. During a reading assessment, the teacher notes significant
progress in their accuracy but continued struggles with reading fluency.
How should the teacher provide constructive feedback to promote further
improvement? Ans✓✓✓ Praise the improvement and offer constructive
suggestions for improving fluency.
A teacher assessed the language proficiency of an English language learner (ELL)
and learned that the student struggles with vocabulary acquisition and
comprehension.
How should the teacher use these results to make instructional decisions?
Ans✓✓✓ Analyze the data to determine strategies such as language scaffolds or
peer tutoring.
