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WGU D096 Fundamentals of Diverse Learners- Actual Exam Questions and answers | Latest 2024/25
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WGU D096 Fundamentals of Diverse Learners- Actual Exam Questions and answers | Latest 2024/25
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WGU D096 Fundamentals of DiverseLearners- Actual Exam Questions and
answers | Latest 2024/25
What Is progress monitoring used for? - Monitoring Academic and Behavior progress
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What Age is progress monitoring usually used for? - Elementary students. But it can be
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conducted effectively at any age.
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CBM (Curriculum Based Measurement) - Includes instruments or probes.
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Has a short sample from the curriculum.
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Includes items from across the curriculum to provide a representative indicator of the
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students skills.
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It provides immediate info about how the student is mastering skills being taught at the
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moment.
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What is the major difference between Tier 2 and 3 of support in MTSS - Tier 3 provides
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more instructional time but it also provides smaller groups.
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Targets precise objectives at appropriate levels, systematic instruction, extensive
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opportunities for practices, and increased error correction and feedback opportunities.
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Tier 3 level of support - --Intensive--
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The most intensive level of support provided (in addition to tier 1).
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This intervention is geared toward skill growth and acquisition much more narrowly
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focused.
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Tier 2 level of support - --Targeted--
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Small group intervention provided to students in addition to tier 1 support ( Targeted areas
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of need)
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Tier 1 level of support - --Core--
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Whole class instruction using evidence-based general education strategies
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What is one function of the home language survey for language students - Determines
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the potential need for a language assistance program
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Once students are ID'd as potential EL's what is the process? - They must be assessed
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with a valid and reliable assessment to determine if they qualify for EL services
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A teacher observes disruptive behavior among a number of students, what should she
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do? - Reduce long delays between activities to hold students attention
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, What type of differentiation is address in an IEP where a student need to sit near the
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teacher in the first or second row? - Environment
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What curriculum adjustment will help students who are bored in class? - Adjust
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assignments to include student interest
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What is a student able to do in Early Production? - Basic vocab
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Know up to 1000 words II II II II
What differentiation method is a teacher using when offering reading materials at different
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reading levels to students? - Content
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What is a student able to do in the preproduction stage? - Practice pronouncing words
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Basic vocab II
Know up to 500 words II II II II
Stages of Second Language Acquisition - 1. Preproduction
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2. Early Production
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3. Speech Emergence
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4. Intermediate Fluency
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5. Advanced Fluency
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Explicit Instruction - An instructional strategy that emphasizes group instruction. The
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instruction offered should include a great deal of teacher-student interactivity.
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The teacher models the behaviors taught
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Explicit instruction and implicit instruction - Two distinct methods of providing instruction
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to diverse students and these are used for various student groups depending on the
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functioning level and the subject area
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Systematic Instruction - A carefully planned sequence for instruction, similar to a
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builder's blueprint for a house. A blueprint is carefully thought out and designed before
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building materials are gathered and construction begins. The plan for instruction that is
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systematic is carefully thought out, strategic, and designed before activities and lessons
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are planned. Instruction is across the five components (phonemic awareness, phonics,
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fluency, vocabulary, and comprehension). For systematic instruction, lessons build on
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previously taught information, from simple to complex.
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3 characteristics of systematic instruction - Goal based
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Supported and scaffolded II II
Logically sequenced II
Progress Monitoring - Tests that keep the teacher informed about the child's progress in
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learning to read during the school year. They are a quick sample of critical reading skills
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that will tell the teacher if the child is making adequate progress toward grade level
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reading ability at the end of the year.
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, Curriculum Based Measurement - Used to measure the growth of student's proficiency in
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the core skills that contribute to success in school
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Differentiated Instruction - Practice of individualizing instructional methods, and possibly
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also individualizing specific content and instructional goals, to align with each student's
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existing knowledge, skills, and needs.
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Differentiated assessment - Allows more accurate measurement of what students know,
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it can provide valuable information about learning profiles and preferences.
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Speech Emergence - Continues gaining vocabulary, communicates using words with
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high semantic context, nouns, verbs, and adjectives, understands more than they can
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communicate, more effectively in face-to-face interactions.
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knows up to 3000 words II II II II
Co-teaching - In co-teaching arrangements, two or more teachers teach together in the
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same classroom where students benefit from each teacher's specialty (e.g., a regular and
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a special education teacher working with regular students and students with a specific
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disability such as hearing impairments).
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Acculturation - The adoption of cultural traits, such as language, by one group under the
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influence of another.
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Retention - Refers to the ability to keep aspects of ones culture, while adjusting to a new
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culture
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The most common issue with implementing co-teaching effectively in school? - Lack of
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planning time
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Team Teaching - Teachers share the responsibility for two or more classes, dividing up
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the subject areas between them.
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Only 1 teacher speaks at a time
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Collaborative teaching - General Ed and Special Ed teachers working
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together to meet the needs of special needs II II II II II II II
students
Alternative co-teaching - Allows a teacher to specifically target the terminology or
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concept, before moving on to the next portion of class time, i.e. lab work
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2 ways teachers can intentionally lessen implicit biases in the classroom - 1. Make
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connections with people from cultures other than their own
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2. Model how to talk about culture and diversity in a positive and transformative way
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