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...

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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. {Enter Text} 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? {Enter Text} 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 Jimmy is an accelerated math student. He becomes easily bored with new topics in class then starts to become a distraction to others. His father is an engineer and has two older siblings who are in advanced math classes in high school. He is constantly showing off things that he has made with his family’s new 3D printer. How will you address Jimmy’s needs for him to remain engaged throughout the lesson? {Enter Text} Student B Barbara is a special education student with an Individualized Education Plan (IEP). She is at grade level in math, and qualifies for accommodations in written expression and communication. During math instruction, she is accompanied by an instructional aide to assist her with specific goals related to math performance. One of Barbara’s goals is to utilize assistive technology to assist her in communicating and writing mathematical problems. She has recently been mainstreamed into your classroom and you have an upcoming math assessment. How will you address Barbara’s needs for her to complete the assessment? {Enter Text} Part 2: Reflection © 2018 Grand Canyon University. All Rights Reserved.