Fundamentals of Diverse Learners-WGU D096
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1. What Is progress monitoring Monitoring Academic and Behavior progress
used for?
2. What Age is progress monitor- Elementary students. But it can be conducted effectively at
ing usually used for? any age.
3. CBM (Curriculum Based Mea- Includes instruments or probes.
surement) 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 mas-
tering skills being taught at the moment.
4. What is the major difference be- Tier 3 provides more instructional time but it also provides
tween Tier 2 and 3 of support in smaller groups.
MTSS Targets precise objectives at appropriate levels, systematic
instruction, extensive opportunities for practices, and in-
creased error correction and feedback opportunities.
5. Tier 3 level of support --Intensive--
The most intensive level of support provided (in addition to
tier 1).
This intervention is geared toward skill growth and acquisi-
tion much more narrowly focused.
6. Tier 2 level of support --Targeted--
Small group intervention provided to students in addition
to tier 1 support ( Targeted areas of need)
7. Tier 1 level of support --Core--
Whole class instruction using evidence-based general ed-
ucation strategies
, Fundamentals of Diverse Learners-WGU D096
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8. What is one function of the Determines the potential need for a language assistance
home language survey for lan- program
guage students
9. Once students are ID'd as po- They must be assessed with a valid and reliable assessment
tential EL's what is the process? to determine if they qualify for EL services
10. A teacher observes disruptive Reduce long delays between activities to hold students at-
behavior among a number of tention
students, what should she do?
11. What type of differentiation is Environment
address in an IEP where a
student need to sit near the
teacher in the first or second
row?
12. What curriculum adjustment Adjust assignments to include student interest
will help students who are
bored in class?
13. What is a student able to do in Basic vocab
Early Production? Know up to 1000 words
14. What differentiation method is Content
a teacher using when offering
reading materials at different
reading levels to students?
15. What is a student able to do in Practice pronouncing words
the preproduction stage? Basic vocab
Know up to 500 words
16.
, Fundamentals of Diverse Learners-WGU D096
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Stages of Second Language Ac- 1. Preproduction
quisition 2. Early Production
3. Speech Emergence
4. Intermediate Fluency
5. Advanced Fluency
17. Explicit Instruction An instructional strategy that emphasizes group instruc-
tion. The instruction offered should include a great deal of
teacher-student interactivity.
The teacher models the behaviors taught
18. Explicit instruction and implicit Two distinct methods of providing instruction to diverse
instruction students and these are used for various student groups
depending on the functioning level and the subject area
19. Systematic Instruction 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. Instruc-
tion is across the five components (phonemic awareness,
phonics, fluency, vocabulary, and comprehension). For sys-
tematic instruction, lessons build on previously taught in-
formation, from simple to complex.
20. 3 characteristics of systematic Goal based
instruction Supported and scaffolded
Logically sequenced
21. Progress Monitoring 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
, Fundamentals of Diverse Learners-WGU D096
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teacher if the child is making adequate progress toward
grade level reading ability at the end of the year.
22. Curriculum Based Measure- Used to measure the growth of student's proficiency in the
ment core skills that contribute to success in school
23. Differentiated Instruction Practice of individualizing instructional methods, and pos-
sibly also individualizing specific content and instructional
goals, to align with each student's existing knowledge, skills,
and needs.
24. Differentiated assessment Allows more accurate measurement of what students know,
it can provide valuable information about learning profiles
and preferences.
25. Speech Emergence Continues gaining vocabulary, communicates using words
with high semantic context, nouns, verbs, and adjectives,
understands more than they can communicate, more effec-
tively in face-to-face interactions.
knows up to 3000 words
26. Co-teaching 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 spe-
cial education teacher working with regular students and
students with a specific disability such as hearing impair-
ments).
27. Acculturation The adoption of cultural traits, such as language, by one
group under the influence of another.
28. Retention Refers to the ability to keep aspects of ones culture, while
adjusting to a new culture
Study online at https://quizlet.com/_97og1w
1. What Is progress monitoring Monitoring Academic and Behavior progress
used for?
2. What Age is progress monitor- Elementary students. But it can be conducted effectively at
ing usually used for? any age.
3. CBM (Curriculum Based Mea- Includes instruments or probes.
surement) 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 mas-
tering skills being taught at the moment.
4. What is the major difference be- Tier 3 provides more instructional time but it also provides
tween Tier 2 and 3 of support in smaller groups.
MTSS Targets precise objectives at appropriate levels, systematic
instruction, extensive opportunities for practices, and in-
creased error correction and feedback opportunities.
5. Tier 3 level of support --Intensive--
The most intensive level of support provided (in addition to
tier 1).
This intervention is geared toward skill growth and acquisi-
tion much more narrowly focused.
6. Tier 2 level of support --Targeted--
Small group intervention provided to students in addition
to tier 1 support ( Targeted areas of need)
7. Tier 1 level of support --Core--
Whole class instruction using evidence-based general ed-
ucation strategies
, Fundamentals of Diverse Learners-WGU D096
Study online at https://quizlet.com/_97og1w
8. What is one function of the Determines the potential need for a language assistance
home language survey for lan- program
guage students
9. Once students are ID'd as po- They must be assessed with a valid and reliable assessment
tential EL's what is the process? to determine if they qualify for EL services
10. A teacher observes disruptive Reduce long delays between activities to hold students at-
behavior among a number of tention
students, what should she do?
11. What type of differentiation is Environment
address in an IEP where a
student need to sit near the
teacher in the first or second
row?
12. What curriculum adjustment Adjust assignments to include student interest
will help students who are
bored in class?
13. What is a student able to do in Basic vocab
Early Production? Know up to 1000 words
14. What differentiation method is Content
a teacher using when offering
reading materials at different
reading levels to students?
15. What is a student able to do in Practice pronouncing words
the preproduction stage? Basic vocab
Know up to 500 words
16.
, Fundamentals of Diverse Learners-WGU D096
Study online at https://quizlet.com/_97og1w
Stages of Second Language Ac- 1. Preproduction
quisition 2. Early Production
3. Speech Emergence
4. Intermediate Fluency
5. Advanced Fluency
17. Explicit Instruction An instructional strategy that emphasizes group instruc-
tion. The instruction offered should include a great deal of
teacher-student interactivity.
The teacher models the behaviors taught
18. Explicit instruction and implicit Two distinct methods of providing instruction to diverse
instruction students and these are used for various student groups
depending on the functioning level and the subject area
19. Systematic Instruction 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. Instruc-
tion is across the five components (phonemic awareness,
phonics, fluency, vocabulary, and comprehension). For sys-
tematic instruction, lessons build on previously taught in-
formation, from simple to complex.
20. 3 characteristics of systematic Goal based
instruction Supported and scaffolded
Logically sequenced
21. Progress Monitoring 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
, Fundamentals of Diverse Learners-WGU D096
Study online at https://quizlet.com/_97og1w
teacher if the child is making adequate progress toward
grade level reading ability at the end of the year.
22. Curriculum Based Measure- Used to measure the growth of student's proficiency in the
ment core skills that contribute to success in school
23. Differentiated Instruction Practice of individualizing instructional methods, and pos-
sibly also individualizing specific content and instructional
goals, to align with each student's existing knowledge, skills,
and needs.
24. Differentiated assessment Allows more accurate measurement of what students know,
it can provide valuable information about learning profiles
and preferences.
25. Speech Emergence Continues gaining vocabulary, communicates using words
with high semantic context, nouns, verbs, and adjectives,
understands more than they can communicate, more effec-
tively in face-to-face interactions.
knows up to 3000 words
26. Co-teaching 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 spe-
cial education teacher working with regular students and
students with a specific disability such as hearing impair-
ments).
27. Acculturation The adoption of cultural traits, such as language, by one
group under the influence of another.
28. Retention Refers to the ability to keep aspects of ones culture, while
adjusting to a new culture
