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ELM 200 GCU Developing Strategies for Students Worksheet

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Psychology

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Grand Canyon University

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© 2018 Grand Canyon University. All Rights Reserved.
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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© 2018 Grand Canyon University. All Rights Reserved.
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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