Fundamentals of Diverse Learners-WGU
D096
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 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.
Retention - ANS -Refers to the ability to keep aspects of ones culture, while adjusting to
a new culture
The most common issue with implementing co-teaching effectively in school? - ANS
-Lack of planning time
Team Teaching - ANS -Teachers share the responsibility for two or more classes,
dividing up the subject areas between them.
Only 1 teacher speaks at a time
Collaborative teaching - ANS -General Ed and Special Ed teachers working
together to meet the needs of special needs
students
D096
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 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.
Retention - ANS -Refers to the ability to keep aspects of ones culture, while adjusting to
a new culture
The most common issue with implementing co-teaching effectively in school? - ANS
-Lack of planning time
Team Teaching - ANS -Teachers share the responsibility for two or more classes,
dividing up the subject areas between them.
Only 1 teacher speaks at a time
Collaborative teaching - ANS -General Ed and Special Ed teachers working
together to meet the needs of special needs
students
