WGU D169 OA FINAL EXAM CONCLUDING
REVIEW SHEET PRACTICE SOLUTION
BUNDLED FULLY VERIFIED ONE
HUNDRED PERCENT PASS GUARANTEED
⩥ Constructive feedback.
Answer: Supports student as they work towards mastery of the skill
⩥ Respectful and positive feedback.
Answer: Recognizes the difficulty the student might be having while
simultaneously encouraging the student to keep trying in a respectful
and positive way. This helps students stay motivated on difficult tasks.
⩥ Positive Behavior Intervention Supports (PBIS).
Answer: Example of MTSS. School-wide MTSS frameword to
encourage positive student behavior. Taught to students in a similar way
as academics in an effort to prevent negative behaviors through positive
reinforcement instead of punishment.
⩥ Response To Intervention (RTI).
Answer: Example of MTSS. Focuses on academics. It identifies kids
who are struggling. And it provides increasing levels of support to help
them catch up. Tier 1 is class-wide instruction and support. Ideally Tier 2
,interventions are scheduled so students won't miss any core instruction.
The same is true for Tier 3.
⩥ Preproduction.
Answer: Minimal comprehension. Does not verbalize. Uses nonverbal
means of communication (nods, draws, points).
⩥ Early Production.
Answer: Limited comprehension. Produces one- or two-word responses.
Uses key or familiar phrases and mostly present tense verbs.
⩥ Speech Emergence.
Answer: Decent comprehension. Produces simple sentences with
grammatical and pronunciation errors. Does not often understand jokes.
⩥ Intermediate Fluency.
Answer: Excellent comprehension with limited grammar and
pronunciation errors. This student is approaching near native skills.
⩥ Advanced Fluency.
Answer: Near native comprehension and communication. Able to
express complex emotions and ideas in a comprehensive,
understandable, and grammatically correct way.
, ⩥ Cultural Fatigue.
Answer: Learning a new language alongside experiencing a very
different culture can be overwhelming. The student may need support
and guidance in engaging with these elements at a slower, more
controlled pace. Including more culturally relevant experiences from her
native culture and language will be important.
⩥ Language Shock.
Answer: Coming to terms with the difficulty of learning a new language
and how it affects social and academic experiences.
⩥ Role Shock.
Answer: In a new culture and using a new language, this student may
need support finding his role and confidence.
⩥ Education Shock.
Answer: Beginning to learn formalized schooling through a new cultural
and linguistic lens.
⩥ Acculturation.
Answer: An individual's adjustment to a new culture, while also
retaining important cultural beliefs, customs, and the native language.
⩥ Cultural transition.
REVIEW SHEET PRACTICE SOLUTION
BUNDLED FULLY VERIFIED ONE
HUNDRED PERCENT PASS GUARANTEED
⩥ Constructive feedback.
Answer: Supports student as they work towards mastery of the skill
⩥ Respectful and positive feedback.
Answer: Recognizes the difficulty the student might be having while
simultaneously encouraging the student to keep trying in a respectful
and positive way. This helps students stay motivated on difficult tasks.
⩥ Positive Behavior Intervention Supports (PBIS).
Answer: Example of MTSS. School-wide MTSS frameword to
encourage positive student behavior. Taught to students in a similar way
as academics in an effort to prevent negative behaviors through positive
reinforcement instead of punishment.
⩥ Response To Intervention (RTI).
Answer: Example of MTSS. Focuses on academics. It identifies kids
who are struggling. And it provides increasing levels of support to help
them catch up. Tier 1 is class-wide instruction and support. Ideally Tier 2
,interventions are scheduled so students won't miss any core instruction.
The same is true for Tier 3.
⩥ Preproduction.
Answer: Minimal comprehension. Does not verbalize. Uses nonverbal
means of communication (nods, draws, points).
⩥ Early Production.
Answer: Limited comprehension. Produces one- or two-word responses.
Uses key or familiar phrases and mostly present tense verbs.
⩥ Speech Emergence.
Answer: Decent comprehension. Produces simple sentences with
grammatical and pronunciation errors. Does not often understand jokes.
⩥ Intermediate Fluency.
Answer: Excellent comprehension with limited grammar and
pronunciation errors. This student is approaching near native skills.
⩥ Advanced Fluency.
Answer: Near native comprehension and communication. Able to
express complex emotions and ideas in a comprehensive,
understandable, and grammatically correct way.
, ⩥ Cultural Fatigue.
Answer: Learning a new language alongside experiencing a very
different culture can be overwhelming. The student may need support
and guidance in engaging with these elements at a slower, more
controlled pace. Including more culturally relevant experiences from her
native culture and language will be important.
⩥ Language Shock.
Answer: Coming to terms with the difficulty of learning a new language
and how it affects social and academic experiences.
⩥ Role Shock.
Answer: In a new culture and using a new language, this student may
need support finding his role and confidence.
⩥ Education Shock.
Answer: Beginning to learn formalized schooling through a new cultural
and linguistic lens.
⩥ Acculturation.
Answer: An individual's adjustment to a new culture, while also
retaining important cultural beliefs, customs, and the native language.
⩥ Cultural transition.
