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 for the student,
considering the description of the
student’s learning disability.
1a)
Name the specific strategy or activity
Use complete sentences/thoughts
Use correct spelling, grammar, and
punctuation (scorer bias)
Thread the selected item and the
subject matter content through all
responses in this scenario
Be succinct
1a)
“Alex
would likely find it difficult to
lead a whole class discussion
regarding the Gold Rush Day 2.”
1b)
1b)
Explain why the strategy or
activity you chose could be challenging
for the student, based on specific
aspects of the student description.
1b)
Avoid
making assumptions that cannot
be substantiated
Restate specific evidence provided
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.”
1c)
1c) Describe how you would adapt the
strategy or activity you identified to
meet the needs of the student.

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

1c)
To
help him feel at ease with this
activity, I will assign him a teachertrained 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.
1d)
1d)
Explain how your adaptation would
be effective for the student in making
progress toward achieving the learning
goal(s) of this unit.
1d)
Specify
the challenge again
Make connections of activities and
challenges
Specify your “progress monitoring”
Try to use “could” or “might” rather
than “will”
1d)
Alex
will not readily join whole-class
discussions, therefore, he will likely not want
to lead one regarding the Gold Rush. Coleading 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 selfconfidence and self-worth, and achieve the
descriptive learning goals of the lesson.
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.
2a)
Name
the specific strategy or
activity
Use complete sentences/thoughts
Use correct spelling, grammar, and
punctuation (scorer bias)
Thread the selected item and the
subject matter content through all
responses in this scenario
Be succinct
2a)
Day
4 strategy to read a letter from the
textbook and discuss it with a partner is
also a challenge for Alex.
2b)
2b)
Explain why the strategy or
activity you chose could be challenging
for the student, based on specific
aspects of the student description.
2b)
Avoid
making assumptions that cannot
be substantiated
Restate specific evidence provided
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.
2c)
2c) Describe how you would adapt the
strategy or activity you identified to
meet the needs of the student.

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

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.
2d)
2d)
Explain how your adaptation would
be effective for the student in making
progress toward achieving the learning
goal(s) of this unit.
2d)
Specify
the challenge again
Make connections of activities and
challenges
Specify your “progress monitoring”
Try to use “could” or “might” rather
than “will”
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.
3a)
3a)
What progress monitoring
assessment would you choose to obtain
evidence of the student’s progress
toward a learning goal(s)?
3a)
Be
sure to address the specific
challenges chosen in 1a and 2a
Connect to the “why” in 1b and 2b
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.
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.
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.