TPA 1 Scenario 4

1. TPA 1 Scenario 4

2. B. Questions for Scenario 4: • 1a) Identify one instructional strategy or student activity from the outline of plans that could be challenging for the student, considering the description of the student’s learning disability.

3. 1a) • Name the specific strategy or activity • Use complete sentences/thoughts • Use correct spelling, grammar, and punctuation (scorer bias) • Threadthe selected item and the subject matter content through all responses in this scenario • Be succinct

4. 1a) • “Alex would likely find it difficult to lead a whole class discussion regarding the Gold Rush Day 2.”

5. 1b) • 1b) Explain why the strategy or activity you chose could be challenging for the student, based on specific aspects of the student description.

6. 1b) • Avoid making assumptions that cannot be substantiated • Restate specific evidence provided

7. 1b) • “Alex is described as self-isolating, not readily joining whole-class conversations, and not contributing to group learning situations issues that could make leading a whole class discussion on the Gold Rush particularly challenging for Alex.”

8. 1c) • 1c) Describe how you would adapt the strategy or activity you identified to meet the needs of the student.

9. 1c) • Provide specific examples of what you would do • Avoid “handing off” the responsibility • teacher trains other students, parents, aids • teacher provides directions to resource teacher • be sure that HW assignments are remote practice of previously learned material

10. 1c) • To help him feel at ease with this activity, I will assign him a teacher-trained buddy and together they will co-lead the discussion. I will rehearse with them beforehand and I will coach them as they lead the discussion. I will ascertain his area of greatest comfort (art, crafts, graph, PowerPoint, etc.) and allow him to incorporate it in this discussion.

11. 1d) • 1d) Explain how your adaptation would be effective for the student in making progress toward achieving the learning goal(s) of this unit.

12. 1d) • Specify the challenge again • Make connections of activities and challenges • Specify your “progress monitoring” • Try to use “could” or “might” rather than “will”

13. 1d) • Alex will not readily join whole-class discussions, therefore, he will likely not want to lead one regarding the Gold Rush. Co-leading this type of activity would provide a means for Alex to participate and possibly increase his self-efficacy in whole-class discussions. • Teacher rehearsal of Gold Rush facts with him could increase Alex’s confidence in preparation for the activity, give him increased self-confidence and self-worth, and achieve the descriptive learning goals of the lesson.

14. 2a) • 2a) Identify one additional instructional strategy or student activity from the outline of plans that could be challenging for the student, considering the student’s other learning needs.

15. 2a) • Name the specific strategy or activity • Use complete sentences/thoughts • Use correct spelling, grammar, and punctuation (scorer bias) • Threadthe selected item and the subject matter content through all responses in this scenario • Be succinct

16. 2a) • Day 4 strategy to read a letter from the textbook and discuss it with a partner is also a challenge for Alex.

17. 2b) • 2b) Explain why the strategy or activity you chose could be challenging for the student, based on specific aspects of the student description.

18. 2b) • Avoid making assumptions that cannot be substantiated • Restate specific evidence provided

19. 2b) • Alex reads at the first grade level. He has difficulty with the development of his early literacy skills, including the acquisition of sound/symbol relationships and word identification,therefore, his fourth grade textbook will be a significant challenge for him. Discussing it with a partner could put Alex at a disadvantage because of his first grade reading comprehension skills.

20. 2c) • 2c) Describe how you would adapt the strategy or activity you identified to meet the needs of the student.

21. 2c) • Provide specific examples of what you would do • Avoid “handing off” the responsibility • teacher trains other students, parents, aids • teacher provides directions to resource teacher • be sure that HW assignments are remote practice of previously learned material

22. 2c) • Prior to the Day 4 lesson, I would read the letter with Alex at school then give it as a HW assignment for him to have his parents help him read the letter again. I will give instructions to his resource teacher for them to work on the letter together. I would create an audio recording of the text for Alex to hear while reading it aloud. I would read the letter to him while he draws his impressions. I would have him to gather pictures of people, events, maps, and activities of the Gold Rush period.

23. 2d) • 2d) Explain how your adaptation would be effective for the student in making progress toward achieving the learning goal(s) of this unit.

24. 2d) • Specify the challenge again • Make connections of activities and challenges • Specify your “progress monitoring” • Try to use “could” or “might” rather than “will”

25. 2d) • HW with parents and working with the resource teacher could help increase visual recall and recording it could increase audio recall. Gathering pictures of people, events, maps, and activities of the Gold Rush period could be powerful visual aid to help Alex remember the context of the letter.

26. 3a) • 3a) What progress monitoring assessment would you choose to obtain evidence of the student’s progress toward a learning goal(s)?

27. 3a) • Be sure to address the specific challenges chosen in 1a and 2a • Connect to the “why” in 1b and 2b

28. 3a) • Alex will be assessed on the academic content goals of the unit by having him create a histogram that shows the Gold Rush’s place in the state’s historical timeline, the region’s physical environment, the life and people in California and describe the Gold Rush region (options include diorama, PowerPoint, poster, or collage) and an audio recording of his description of the various elements.

29. 3b) • 3b) Give a rationale for your choice of assessment. Use your knowledge of academic content in this unit, and this student’s learning needs in your rationale.

30. 3b) • The assessment could provide a more secure means for Alex to convey his understanding of the subject matter content by minimizing the challenges he has with reading fourth grade level text, working in groups, and contributing in group settings.The visual could aid his recall of specific grade level academic content information and the audio tape serve as his “spokesperson” to the larger group.