Fundamentals of Diverse Learners-WGU
D096 Questions with Complete Rationales
What Is progress monitoring used for?what - 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 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.
D096 Questions with Complete Rationales
What Is progress monitoring used for?what - 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 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.
