Fundamentals of Diverse Learners-WGU D096 Exam with Answers
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Course
Fundamentals of Diverse Learners-WGU D096
Institution
Fundamentals Of Diverse Learners-WGU D096
Fundamentals of Diverse Learners-WGU D096 Exam with Answers
What Is progress monitoring used for?
What Age is progress monitoring usually
used for?
CBM (Curriculum Based Measurement)
What is the major difference between
Tier 2 and 3 of support in MTSS
Tier 3 level of support
Tier 2 level of...
Fundamentals of Diverse Learners-WGU D096 Exam with Answers
Monitoring Academic and Behavior
What Is progress monitoring used for?
progress
What Age is progress monitoring usually Elementary students. But it can be con-
used for? ducted effectively at any age.
Includes instruments or probes.
Has a short sample from the curriculum.
Includes items from across the curricu-
lum to provide a representative indicator
CBM (Curriculum Based Measurement)
of the students skills.
It provides immediate info about how the
student is mastering skills being taught
at the moment.
Tier 3 provides more instructional time
but it also provides smaller groups.
Targets precise objectives at appropri-
What is the major difference between
ate levels, systematic instruction, exten-
Tier 2 and 3 of support in MTSS
sive opportunities for practices, and in-
creased error correction and feedback
opportunities.
--Intensive--
The most intensive level of support pro-
vided (in addition to tier 1).
Tier 3 level of support
This intervention is geared toward skill
growth and acquisition much more nar-
rowly focused.
--Targeted--
Small group intervention provided to stu-
Tier 2 level of support
dents in addition to tier 1 support ( Tar-
geted areas of need)
--Core--
Whole class instruction using evi-
Tier 1 level of support
dence-based general education strate-
gies
What is one function of the home lan- Determines the potential need for a lan-
guage survey for language students guage assistance program
,Fundamentals of Diverse Learners-WGU D096 Exam with Answers
They must be assessed with a valid and
Once students are ID'd as potential EL's
reliable assessment to determine if they
what is the process?
qualify for EL services
A teacher observes disruptive behav-
Reduce long delays between activities to
ior among a number of students, what
hold students attention
should she do?
What type of differentiation is address in
an IEP where a student need to sit near Environment
the teacher in the first or second row?
What curriculum adjustment will help Adjust assignments to include student
students who are bored in class? interest
What is a student able to do in Early Basic vocab
Production? Know up to 1000 words
What differentiation method is a teacher
using when offering reading materials at Content
different reading levels to students?
Practice pronouncing words
What is a student able to do in the pre-
Basic vocab
production stage?
Know up to 500 words
1. Preproduction
2. Early Production
Stages of Second Language Acquisition 3. Speech Emergence
4. Intermediate Fluency
5. Advanced Fluency
An instructional strategy that empha-
sizes group instruction. The instruction
Explicit Instruction offered should include a great deal of
teacher-student interactivity.
The teacher models the behaviors taught
Two distinct methods of providing in-
struction to diverse students and these
Explicit instruction and implicit instruc-
are used for various student groups de-
tion
pending on the functioning level and the
subject area
, Fundamentals of Diverse Learners-WGU D096 Exam with Answers
A carefully planned sequence for instruc-
tion, 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
Systematic Instruction
designed before activities and lessons
are planned. Instruction is across the
five components (phonemic awareness,
phonics, fluency, vocabulary, and com-
prehension). For systematic instruction,
lessons build on previously taught infor-
mation, from simple to complex.
Goal based
3 characteristics of systematic instruc-
Supported and scaffolded
tion
Logically sequenced
Tests that keep the teacher informed
about the child's progress in learning to
read during the school year. They are
Progress Monitoring 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.
Used to measure the growth of student's
Curriculum Based Measurement proficiency in the core skills that con-
tribute to success in school
Practice of individualizing instructional
methods, and possibly also individual-
Differentiated Instruction izing specific content and instructional
goals, to align with each student's exist-
ing knowledge, skills, and needs.
Allows more accurate measurement of
what students know, it can provide valu-
Differentiated assessment able information about learning profiles
and preferences.
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