Fundamentals of Diverse Learners-WGU D096
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1. What Is progress monitoring used for?: Monitoring Academic and Behavior
progress
2. What Age is progress monitoring usually used for?: Elementary students. But
it can be conducted effectively at any age.
3. CBM (Curriculum Based Measurement): 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.
4. What is the major difference between Tier 2 and 3 of support in MTSS: 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 opportuni-
ties.
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 acquisition 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 education strategies
8. What is one function of the home language survey for language students: -
Determines the potential need for a language assistance program
9. Once students are ID'd as potential EL's what is the process?: They must be
assessed with a valid and reliable assessment to determine if they qualify for EL
services
10. A teacher observes disruptive behavior among a number of students, what
should she do?: Reduce long delays between activities to hold students attention
11. What type of differentiation is address in an IEP where a student need to
sit near the teacher in the first or second row?: Environment
12. What curriculum adjustment will help students who are bored in class?: -
Adjust assignments to include student interest
13. What is a student able to do in Early Production?: Basic vocab
Know up to 1000 words
14. What differentiation method is a teacher using when offering reading
materials at different reading levels to students?: Content
, Fundamentals of Diverse Learners-WGU D096
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15. What is a student able to do in the preproduction stage?: Practice pronounc-
ing words
Basic vocab
Know up to 500 words
16. Stages of Second Language Acquisition: 1. Preproduction
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 interac-
tivity.
The teacher models the behaviors taught
18. Explicit instruction and implicit instruction: 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
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 in-
struction that is systematic is carefully thought out, strategic, and designed before
activities and lessons are planned. Instruction is across the five components (phone-
mic awareness, phonics, fluency, vocabulary, and comprehension). For systematic
instruction, lessons build on previously taught information, from simple to complex.
20. 3 characteristics of systematic instruction: Goal based
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 teacher if the child is making adequate progress
toward grade level reading ability at the end of the year.
22. Curriculum Based Measurement: Used to measure the growth of student's
proficiency in the core skills that contribute to success in school
23. Differentiated Instruction: 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.
24. Differentiated assessment: Allows more accurate measurement of what stu-
dents know, it can provide valuable information about learning profiles and prefer-
ences.
, Fundamentals of Diverse Learners-WGU D096
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25. Speech Emergence: 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
26. Co-teaching: In co-teaching arrangements, two or more teachers teach togeth-
er 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).
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
29. The most common issue with implementing co-teaching effectively in
school?: Lack of planning time
30. Team Teaching: Teachers share the responsibility for two or more classes,
dividing up the subject areas between them.
Only 1 teacher speaks at a time
31. Collaborative teaching: General Ed and Special Ed teachers working
together to meet the needs of special needs
students
32. Alternative co-teaching: Allows a teacher to specifically target the terminology
or concept, before moving on to the next portion of class time, i.e. lab work
33. 2 ways teachers can intentionally lessen implicit biases in the classroom-
: 1. Make connections with people from cultures other than their own
2. Model how to talk about culture and diversity in a positive and transformative way
34. Implicit bias: A hidden, automatic attitude that may guide behaviors indepen-
dent of a person's awareness or control
35. Assimilation: The social process of absorbing one cultural group into harmony
with another
36. Cultural Transition: Individuals entering a new culture and the natural changes
that take place within that transition.
37. Formative Assessment: Assessment used throughout teaching of a lesson
and/or unit to gauge students' understanding and inform and guide teaching
38. 4 characteristics of feedback for students: Timely
Respectful
Constructive
Goal-Oriented
Study online at https://quizlet.com/_97og1w
1. What Is progress monitoring used for?: Monitoring Academic and Behavior
progress
2. What Age is progress monitoring usually used for?: Elementary students. But
it can be conducted effectively at any age.
3. CBM (Curriculum Based Measurement): 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.
4. What is the major difference between Tier 2 and 3 of support in MTSS: 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 opportuni-
ties.
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 acquisition 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 education strategies
8. What is one function of the home language survey for language students: -
Determines the potential need for a language assistance program
9. Once students are ID'd as potential EL's what is the process?: They must be
assessed with a valid and reliable assessment to determine if they qualify for EL
services
10. A teacher observes disruptive behavior among a number of students, what
should she do?: Reduce long delays between activities to hold students attention
11. What type of differentiation is address in an IEP where a student need to
sit near the teacher in the first or second row?: Environment
12. What curriculum adjustment will help students who are bored in class?: -
Adjust assignments to include student interest
13. What is a student able to do in Early Production?: Basic vocab
Know up to 1000 words
14. What differentiation method is a teacher using when offering reading
materials at different reading levels to students?: Content
, Fundamentals of Diverse Learners-WGU D096
Study online at https://quizlet.com/_97og1w
15. What is a student able to do in the preproduction stage?: Practice pronounc-
ing words
Basic vocab
Know up to 500 words
16. Stages of Second Language Acquisition: 1. Preproduction
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 interac-
tivity.
The teacher models the behaviors taught
18. Explicit instruction and implicit instruction: 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
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 in-
struction that is systematic is carefully thought out, strategic, and designed before
activities and lessons are planned. Instruction is across the five components (phone-
mic awareness, phonics, fluency, vocabulary, and comprehension). For systematic
instruction, lessons build on previously taught information, from simple to complex.
20. 3 characteristics of systematic instruction: Goal based
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 teacher if the child is making adequate progress
toward grade level reading ability at the end of the year.
22. Curriculum Based Measurement: Used to measure the growth of student's
proficiency in the core skills that contribute to success in school
23. Differentiated Instruction: 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.
24. Differentiated assessment: Allows more accurate measurement of what stu-
dents know, it can provide valuable information about learning profiles and prefer-
ences.
, Fundamentals of Diverse Learners-WGU D096
Study online at https://quizlet.com/_97og1w
25. Speech Emergence: 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
26. Co-teaching: In co-teaching arrangements, two or more teachers teach togeth-
er 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).
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
29. The most common issue with implementing co-teaching effectively in
school?: Lack of planning time
30. Team Teaching: Teachers share the responsibility for two or more classes,
dividing up the subject areas between them.
Only 1 teacher speaks at a time
31. Collaborative teaching: General Ed and Special Ed teachers working
together to meet the needs of special needs
students
32. Alternative co-teaching: Allows a teacher to specifically target the terminology
or concept, before moving on to the next portion of class time, i.e. lab work
33. 2 ways teachers can intentionally lessen implicit biases in the classroom-
: 1. Make connections with people from cultures other than their own
2. Model how to talk about culture and diversity in a positive and transformative way
34. Implicit bias: A hidden, automatic attitude that may guide behaviors indepen-
dent of a person's awareness or control
35. Assimilation: The social process of absorbing one cultural group into harmony
with another
36. Cultural Transition: Individuals entering a new culture and the natural changes
that take place within that transition.
37. Formative Assessment: Assessment used throughout teaching of a lesson
and/or unit to gauge students' understanding and inform and guide teaching
38. 4 characteristics of feedback for students: Timely
Respectful
Constructive
Goal-Oriented
