3C Formula Quiz — YELAOSHR

A slow learner in reading struggles to recognize “b” and “d”. At the start of class, you should:

• Teach all 26 letters in one session

• Set today’s goal to only “b” and “d” recognition

• Let the child choose any letter to learn

• Skip letters and go to reading stories

For a slow learner in maths, your goal is counting objects to 10. The best “clarify” statement is:

• “Today we will learn numbers.”

• “Today we will count from 1 to 10 using these blocks.”

• “We will count until you get tired.”

• “We will learn numbers, colours, and shapes.”

Why is clarifying the goal important for slow learners?

• It keeps the teacher organised

• It fills more time in the lesson

• It makes the child busy so they don’t disturb

• It lets the teacher avoid planning

You have 10 minutes. Which goal is most realistic for a slow learner learning addition?

• Master all additions up to 20

• Add single digits up to 5

• Add two-digit numbers with regrouping

• Add fractions

A slow learner forgets easily. Today’s goal is “recognise 5 sight words”. Which strategy works best?

• Drill all 5 words in 10 minutes

• Focus on 2–3 words today, and the rest another day

• Teach all words in random order

• Let them guess the words

When clarifying the goal, the teacher should:

• Say it aloud and show it with materials

• Keep it in mind but not tell the student

• Only write it in the lesson plan

• Let the student find out the goal by themselves

For a child who struggles with pencil grip, today’s clarify step could be:

• “Hold pencil correctly and write the letter A 3 times.”

• “Write 10 sentences.”

• “Draw anything you like.”

• “Copy a whole page.”

During the lesson, you taught “cat”. Which is the best “check” question for a slow learner?

• “Do you understand?”

• “Can you read this word for me?”

• “What’s your favourite animal?”

• “Do you like cats?”

In maths, the child counts 1–5 correctly but misses 6–10. What’s your next check step?

• Stop the lesson

• Go back and practise counting 1–10

• Move on to 11–20

• Teach subtraction

How often should you “check” in a short lesson for slow learners?

• Once at the end only

• After each small step

• Only if they look confused

• Never, it breaks the flow