Explain three strategies you could use to accommodate ELL students in your classroom
What will be an ideal response?
Answers should include information about sheltered English adaptations, instructional conversations, reading and writing practice, response protocol, ideas for developing ELLs' academic language in content area classrooms, gaining background knowledge, using culturally relevant materials, analyzing dialectical miscues, thematic teaching, and using language experience.
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Third grade teacher Ms. Hinsley is giving instructions to the class about a new cooperative group assignment. As she speaks, Mick makes loud crashing sounds with his mouth. Which of the following confrontations delivers an "I" message to Mick?
a. "I don't like your noises while I'm giving instructions. You are showing disrespect and need to stop now." b. "You are interfering with the lesson and disturbing the other students. I need you to stop and listen like everyone else." c. "You're making loud noises while I'm giving instructions. Your noises interfere with my teaching and make me feel disrespected." d. "I'm annoyed by your noises. You have distracted the whole class, and I'd like for you to apologize."
A well-planned scientific investigation begins with _____________
a. Systematic observation b. Target behavior selection c. Experimental question d. Intervention
Alberto and Troutman (2017) offer five guidelines for conducting task analyses for students with cognitive delays. Identify and briefly describe each of these guidelines. Give an example of a task analysis completed for a student who has a cognitive disability.
What will be an ideal response?
In which sentence did Ms. Garcia evaluate tutoring pairs?
Ms. Garcia decided to use peer tutoring in her fourth grade classroom to help her students learn math facts. (1) She prepared sets of flashcards of the facts she wished to have reinforced. (2) She paired students, choosing one of each pair who knew the facts to be the tutor, and the other student who needed help. (3) She presented the idea enthusiastically to the class and introduced the content to be practiced. (4) Students then broke into their assigned pair groups and began to practice, using the flashcards and simple worksheets. (5) Ms. Garcia casually mingled with the students, answering questions, offering suggestions where needed, and praising quietly. (6) At the end of the session, the worksheets were collected to be corrected and examined for students needing further help. (7) Several pairs of students had difficulty staying on task and were noted by Ms. Garcia for adjustments in future peer tutoring sessions. a. Sentence 2 b. Sentence 5 c. Sentence 6 d. Sentence 7 e. Ms. Garcia did not evaluate tutoring pairs.