BenchmarkELM 200.docx Strategies for All Students Grand Canyon University: ELM 200

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BenchmarkELM 200.docx Strategies for All Students Grand Canyon University: ELM 200 Strategies for all Students Part 1: Developing Strategies Scenario 1 Mrs. Merrell, a second-grade teacher, ... is teaching a lesson about using information gained from illustrations and words to demonstrate understanding of a storys characters, setting, or plot. Student A Randi is a shy student whose primary language is Spanish. Her family moved from the Dominican Republic during the middle of her kindergarten year. Her parents are Spanish-speaking but are not literate in the language. Randi is below grade level in reading and is in the lowest of Mrs. Merrells reading intervention groups. Learning Theory: When looking at this it looks as Randi learning comes from the SocialTheory. She already has the disadvantage that she does not know good English then having to go home and not have English spoken in the home can lead to some very hard times to learn. Developmentally appropriate instruction strategy: When it comes to setting up a strategy for her learning by having her sit in the class and listen to the teacher teach the class as a whole then once they brake in to small groups be able to explain what was talked about in a way that she is able to understand. Modification Plan: One way that modifications would be is to giver her the work in Spanish and in English. This way she can match up the words when reading in a group in class. By giving her smaller work sheets to do with less questions. Accom. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . . [Show More]

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