Business > CASE STUDY > NEW_Benchmark_template.docx Strategies for All Students Grand Canyon University: ELM 2 (All)

NEW_Benchmark_template.docx Strategies for All Students Grand Canyon University: ELM 2

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NEW_Benchmark_template.docx Strategies for All Students Grand Canyon University: ELM 200 Strategies for all Students Part 1: Developing Strategies Scenario 1 Mrs. Merrell, a second-grade tea... cher, 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. Learning Theory: The Learning Theory that applies to this student is Sociocultural Theory. It is appropriate for this student because their development is affected by their cultural heritage as well as their social interaction (Ormrod & Jones, 2018). Developmentally appropriate instruction strategy: The developmentally appropriate instruction strategy that I would use is Direct Instruction as I am trying to get my student to master basic skills in another language, then incorporating some small group work after some direct instruction with the teacher (Ormrod & Jones, 2018). Modification Plan: I would have Randi work with me and use a simpler book; one with more pictures and fewerwords. I would focus on keywords from the book, ensuring to go over them more as well as having her draw her prediction of what she thinks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . . [Show More]

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