TPA 1 Scenario 4. B. Questions for Scenario 4: / 1a)Identify one instructional strategy or student activity from the outline of plans that could be challenging

TPA 1 Scenario 4TPA 1 Scenario 4TPA 1 Scenario 4TPA 1 Scenario 4

B. Questions for Scenario 4:B. Questions for Scenario 4:B. Questions for Scenario 4:B. Questions for Scenario 4:

1a)1a) Identify Identify oneone instructional instructional strategy or student activity from strategy or student activity from the outline of plans that could be the outline of plans that could be challenging for the student, challenging for the student, considering the description of the considering the description of the student’s learning disability. student’s learning disability.

1a)1a) Identify Identify oneone instructional instructional strategy or student activity from strategy or student activity from the outline of plans that could be the outline of plans that could be challenging for the student, challenging for the student, considering the description of the considering the description of the student’s learning disability. student’s learning disability.

1a)1a)1a)1a)

NameName the specific strategy or activity the specific strategy or activity Use complete sentences/thoughtsUse complete sentences/thoughts Use correct spelling, grammar, and Use correct spelling, grammar, and

punctuation (scorer bias)punctuation (scorer bias) ThreadThread the selected item and the the selected item and the

subject matter content subject matter content through all through all responsesresponses in this scenario in this scenario

Be succinctBe succinct

NameName the specific strategy or activity the specific strategy or activity Use complete sentences/thoughtsUse complete sentences/thoughts Use correct spelling, grammar, and Use correct spelling, grammar, and

punctuation (scorer bias)punctuation (scorer bias) ThreadThread the selected item and the the selected item and the



1a)1a)1a)1a)

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

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

1b)1b)1b)1b)

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


1b)1b)1b)1b)

Avoid making assumptions that Avoid making assumptions that cannot be substantiated cannot be substantiated

Restate specific evidence providedRestate specific evidence provided



1b)1b)1b)1b)

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

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

1c)1c)1c)1c)

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


1c)1c)1c)1c)

Provide specific examples of what Provide specific examples of what youyou would do would do

Avoid Avoid “handing off”“handing off” the responsibility the responsibility teacher trainsteacher trains other students, other students,

parents, aidsparents, aids teacher providesteacher provides directions to directions to

resource teacherresource teacher be sure that HW assignments are be sure that HW assignments are

remote practice of remote practice of previously previously learnedlearned material material






1c)1c)1c)1c)

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

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

1d)1d)1d)1d)

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


1d)1d)1d)1d)

Specify the challenge againSpecify the challenge again Make connections of activities and Make connections of activities and

challenges challenges Specify your “Specify your “progress monitoringprogress monitoring”” Try to use “could” or “might” rather Try to use “could” or “might” rather

than “will”than “will”




1d)1d)1d)1d) Alex Alex will not readily join whole-class will not readily join whole-class

discussions,discussions, therefore, he therefore, he will likely not want will likely not want to lead one to lead one regarding the Gold Rush. Co-regarding the Gold Rush. Co-leading this type of activity would provide a leading this type of activity would provide a means for Alex to means for Alex to participateparticipate and and possibly possibly increase his self-efficacyincrease his self-efficacy in whole-class in whole-class discussions. discussions.

Teacher rehearsal of Gold Rush facts with Teacher rehearsal of Gold Rush facts with him could increase Alex’s confidence in him could increase Alex’s confidence in preparation for the activity, give him preparation for the activity, give him increased self-confidence and self-worth, and increased self-confidence and self-worth, and achieve the descriptive learning goals of the achieve the descriptive learning goals of the lesson.lesson.

Alex Alex will not readily join whole-class will not readily join whole-class discussions,discussions, therefore, he therefore, he will likely not want will likely not want to lead one to lead one regarding the Gold Rush. Co-regarding the Gold Rush. Co-leading this type of activity would provide a leading this type of activity would provide a means for Alex to means for Alex to participateparticipate and and possibly possibly increase his self-efficacyincrease his self-efficacy in whole-class in whole-class discussions. discussions.

Teacher rehearsal of Gold Rush facts with Teacher rehearsal of Gold Rush facts with him could increase Alex’s confidence in him could increase Alex’s confidence in preparation for the activity, give him preparation for the activity, give him increased self-confidence and self-worth, and increased self-confidence and self-worth, and achieve the descriptive learning goals of the achieve the descriptive learning goals of the lesson.lesson.

2a)2a)2a)2a)

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

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

2a)2a)2a)2a)

NameName the specific strategy or the specific strategy or activityactivity

Use complete sentences/thoughtsUse complete sentences/thoughts Use correct spelling, grammar, Use correct spelling, grammar,

and punctuation (scorer bias)and punctuation (scorer bias) ThreadThread the selected item and the the selected item and the



NameName the specific strategy or the specific strategy or activityactivity

Use complete sentences/thoughtsUse complete sentences/thoughts Use correct spelling, grammar, Use correct spelling, grammar,

and punctuation (scorer bias)and punctuation (scorer bias) ThreadThread the selected item and the the selected item and the



2a)2a)2a)2a)

Day 4 strategy Day 4 strategy to read a letter from to read a letter from the textbook and discuss it with a the textbook and discuss it with a partnerpartner is also a challenge for Alex. is also a challenge for Alex.

Day 4 strategy Day 4 strategy to read a letter from to read a letter from the textbook and discuss it with a the textbook and discuss it with a partnerpartner is also a challenge for Alex. is also a challenge for Alex.

2b)2b)2b)2b)



2b)2b)2b)2b)





2b)2b)2b)2b)

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

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

2c)2c)2c)2c)



2c)2c)2c)2c)











2c)2c)2c)2c) Prior to the Day 4 lesson, Prior to the Day 4 lesson, I would read the I would read the

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

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

2d)2d)2d)2d)



2d)2d)2d)2d)







2d)2d)2d)2d)

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

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

3a)3a)3a)3a)

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

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

3a)3a)3a)3a)

Be sure to address the specific Be sure to address the specific challenges chosen in 1a and 2achallenges chosen in 1a and 2a

Connect to the “why” in 1b and 2bConnect to the “why” in 1b and 2b

Be sure to address the specific Be sure to address the specific challenges chosen in 1a and 2achallenges chosen in 1a and 2a

Connect to the “why” in 1b and 2bConnect to the “why” in 1b and 2b

3a)3a)3a)3a)

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

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

3b)3b)3b)3b)

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

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

3b)3b)3b)3b)

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

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

Documents

TPA 1 Scenario 4. B. Questions for Scenario 4: / 1a)Identify one instructional strategy or student activity from the outline of plans that could be challenging