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WGU C365 All Terms with correct definitions
WGU C365 All Terms with correct definitions
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WGU C365 All Terms with correct definitionsPragmatics |- |correct |answer |-effective |use |of |language
Ways |to |assist |ELL |students |- |correct |answer |-Boldface |vocabulary |words, |speak |slowly, |use |
gestures |and |visuals, |explain |new |words, |use |motivation.
Role |of |culture |- |correct |answer |-Instruction |should |build |on |the |students' |experiences |and |develop
|and |reinforce |skills |and |values |important |to |their |cultures.
New |literacies- |critical |thinking |- |correct |answer |-Reading, |writing, |and |communication |skills |that |
are |required |for |successful |use |of |information |and |communication |technologies, |especially |the |
Internet.
10 |principles |of |reading |instruction |- |correct |answer |-1. |Learn |to |read |by |reading
2. |Reading |should |be |easy |but |not |too |easy
3. |Instruction- |Functional |and |contextual
4. |Make |connections
5. |Promote |independence
6. |Believe |all |children |can |read |and |write
7. |Literacy |program |should |be |goal |oriented |and |systematic
8. |Build |motivation |and |competence
9. |Build |language |proficiency
10. |Know |how |students |are |progressing
Native |vs: |Second |Language |- |correct |answer |-Native- |first |language |learned |and |spoken; |second |
language- |language |being |learned |(English).
Ways |to |Support |ELL |with |no |Bilingual |Program |- |correct |answer |-Language |experience |stories, |
predictable |books, |writing, |oral |language |skills
, Ways |to |support |all |ELL |students |- |correct |answer |-secure |environment, |build |language, |modeling, |
running |commentary, |expansion, |redirect, |academic |language, |academic |word |lists, |sentence |
starters, |word |walls, |checking |for |understanding, |empowering, |cooperative |groups, |peer |tutoring, |
use |of |print.
Ways |to |Assist |Economically |Disadvantaged |- |correct |answer |-build |background, |emphasize |success,
|make |instruction |explicit, |provide |a |balanced |program, |provide |access |to |books |and |magazines, |
and |fourth-grade |slump
Learning |Disabilities |- |correct |answer |-can |generally |be |considered |to |be |caused |by |a |weakness |in |
information |processing |such |as |visual-perceptual |skills, |auditory |processing, |language |skills, |and |
attention |and |motor |skills.
Strategies |for |ADD |- |correct |answer |-Attention |Deficit |Disorder- |provide |meaningful |and |interesting |
tasks, |give |choices, |allow |mobility |in |the |classroom, |allow |students |to |work |together, |minimize |
formal |tests, |make |sure |they |understand |directions, |make |sure |they |have |all |needed |materials, |
keep |a |schedule, |use |visual |aids, |schedule |breaks, |work |with |parents, |minimize |distractions, |have |
clear |procedures, |highlight |important |information, |use |peer |tutoring, |use |computers.
Intellectual |Disability- |Support |- |correct |answer |-(IQ |of |69 |or |less)- |use |modeling, |stay |on |task, |
determine |relevant |information.
Slow |Learners |(although |not |a |diagnostic |category) |- |correct |answer |-(IQ |of |70-85)- |use |concrete |
examples, |give |guidance, |more |practice, |more |time |on |learning |tasks, |use |materials |on |their |level.
Language |and |Speech |Support |- |correct |answer |-Help |child |apply |skills |in |the |classroom |that |are |
learned |while |working |with |a |speech |therapist.
Inclusion |- |correct |answer |-providing |support |to |classroom |teachers |as |they |provide |support |for |the
|education |of |disabled |students
Modifications |- |correct |answer |-Change |in |content |or |structure |of |instruction |(like |altering |the |
curriculum).
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