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ELM 200 GCU Developing Strategies for Students Worksheet

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Psychology

School

Grand Canyon University

Course

elm 200

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Worksheet

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Name: Laura Iappini-Case

Date: April 13, 2020

Course: ELM-200

Instructor: Professor Sell

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 story’s 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. Merrell’s reading intervention groups.

How will you continue to support Randi during this reading lesson?

Learning Theory: In Randi’s case, I would suggest the use of Sociocultural Theory. Finding

linguistic resources that coincide to the lesson for bilingual students for Randi to make sense

of what is being taught.

Developmentally appropriate instructional strategy: I would recommend that Mrs. Merrell

might use “retelling stick”, a tool that would help Randi retell the story as well as identify and

recap how the characters are, what the setting or plot of the story is. The illustrations will

guide Randi to provide the main ideas as she draws each “retelling stick”, as well as the plot

and distinguishing the main characters. I would also recommend that Randi listen to the story

in her own language, which would give her a more vivid understanding of the story when she

later heard it in English.

Modification Plan: Randi would have modifications to lessen the amount of questions she

would be responsible for answering, instead she would be able to answer by communicating

through pictures and verbally.

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Accommodation strategies: I would suggest that Randi have pull-outs for a reading lab, thirty

minutes a day to strengthen and enhance her fundamental reading skills. I would also send

home readers and illustration picture books to her family to build upon their own and her

English skills.

Student B

Carl is known as the class clown. He is constantly talking to his neighbors and often causing a

distraction to others. His grades are below average, but he is reading at grade level. Carl loves

talking about and drawing anime characters from his favorite TV show.

How will you ignite Carl’s motivation so that he is successful during the lesson?

Learning Theory: Cognitive Development would be the learning theory. I would have Carl

actively participate in the class discussions and lessons of the story being presented and how

his anime characters can be incorporated into the class discussion or lessons.

Developmentally appropriate instructional strategy: I would suggest that Carl contribute his

favorite anime characters to the class assignment by drawing and demonstrating the

components of the lesson. Carl could draw a comic strip or illustration with these characters

showing the beginning, middle and end of the story. At the end of the day give Carl the ability

to present his comic strip or illustrations he drew to the class.

Modification Plan: At the beginning of the day, Carl would be given a certain amount of play

coins, which he would use in order to talk or speak out during the class lesson. This will help

Carl demonstrate self-control. Every time that Carl wishes to speak or talk out in class, he

would have to turn in a coin in order to speak or ask a question during the lesson. When Carl

has no more coins, he must wait till the class lesson is over to talk.

Accommodation strategies: Allowing Carl to incorporate his favorite anime characters with

the story and class lessons, he will be more interested and likely to participate in the

assignments. Giving Carl the ability to draw his anime characters could be a tool used for

motivation and less distraction to his peers.

Scenario 2

Mr. Baker, a sixth-grade teacher, is teaching a lesson on the area of triangles, polygons, and

rectangles, and how to solve real-world problems.

Student A

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Name: Laura Iappini-Case Date: April 13, 2020 Course: ELM-200 Instructor: Professor Sell 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 story’s 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. Merrell’s reading intervention groups. How will you continue to support Randi during this reading lesson? Learning Theory: In Randi’s case, I would suggest the use of Sociocultural Theory. Finding linguistic resources that coincide to the lesson for bilingual students for Randi to make sense of what is being taught. Developmentally appropriate instructional strategy: I would recommend that Mrs. Merrell might use “retelling stick”, a tool that would help Randi retell the story as well as identify and recap how the characters are, what the setting or plot of the story is. The illustrations will guide Randi to provide the main ideas as she draws each “retelling stick”, as well as the plot and distinguishing the main characters. I would also recommend that Randi listen to the story in her own language, which would give her a more vi ...
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Tags: Mrs Merrell literate in language reading intervention groups Sociocultural Theory appropriate instructional strategy