Here's an example of how this works in my class: The bell work paper the students get on Monday of the 1st or 4th week of the six weeks reads: "#7. Bobby said, 'Let it snow. Let it snow. Let it snow.' A:____________" The answer to this is repetition.
The students have a colored sheet that has Figurative Language terms, definitions and examples. The example on the chart for repetition also happens to be (word for word) what #7 asks, but this is not the case for every question. So I will call on one student:
Me: "Suzie, what is the answer for #7?"
S:"I don't know." (Very rarely does a student become non-compliant with this, but it does occasionally happen.)
Me: "We don't say I don't know, we ask for more information or we ask to repeat the question. Look at your blue chart, Suzie."
S: (Looks at blue chart.)
. . . If this seems to be daunting or she's not scanning it at all, I'll point to the top half, bottom half, flip to the back, etc. To offer more guidance. This is a rare occurrence, but I use it as an illustration to inform on how I handle students who "just don't get it". . .
S: (locating the answer, reading the definition, seeing the example used is also the question for today) "Oh! There it is! It's repetition."
Me: "Good! 'Let it snow, let it snow, let it snow' is using repetition. Good. Did everyone get 'repetition'?
With this illustration, all students--non-compliant students, students who struggle, students who are dyslexic, students who need extra help, students who struggle with language barriers--everyone ends up hearing and writing the correct answer. All bell work grades should be high. Every time. If they are not high, the student is simply not putting their pencil down on the paper and writing the answer in class.