GO TOs

Core Values (TIU3)

Family Compassionate

Learning Styles (TIU4) Learning styles with 2 examples – place a star by your preferred styles

Style: Auditory * Style: Visual Style: Kinesthetic

Listening to directions Reading Directions Doing the assignment

ex. ex. ex.

ex. Listening to music ex. Writing down ex. Moving around to

directions grasp a concept

Activate the Brain – The R’s (TIU7)

Retrieval Re-exposing
1. Relationships 4. 7.

2. Rigor 5. Routing 8. Rehearsing

Relevance
3. 6. Retaining 9. Recognizing

Teach the Vocabulary (SS1)

Word Wall Password Game

1. 3.

Wheel of Fortune- Game Personal DIctionary

2. 4.

Strategies for Differentiation (SS2)

Idividualized instruction Student reflection
1. 3.

2. Transparent learnig for students 4. Formative Assessments

Strategies for Success (SS2-7) Provide 2 examples of each
Strategies for Success (SS2-7) – Provide 2 examples of each

Example 1 Example 2
group students by performace Group students by harmony (no
Cooperative Grouping levels bully pairs)

Anchor Charts Math problem soling

Graphic Organizers Graphic

Venn Diagrams Know-want to know-learn chart

Advanced Organizers

T-Chart Circuit Time

Similarities / Differences

3-2-1 summary 5 finger method to summerizing

Summarizing & Notetaking

Cues & Questions 1 minutes paper-Brain dump Nine Squares

Blooms Verbs (SS8-SS9)

fotobabble and anchor
Create
https://anchor.fm/ http://www.fotobabble.com/
APPS:
Padlet and Awwapp
Evaluate
https://padlet.com/ https://awwapp.com.
APPS:

Analyze wufoo and thinglink

https://www.wufoo.com/ https://www.thinglink.com/
APPS:

Apply pixlr and soundnation

https://pixlr.com/ https://soundation.com/
APPS:
Picmonkey collage and Befunky
Comprehension
https://www.picmonkey.com/collage https://www.befunky.com/features/text-editor/
APPS:

Remember popplet and vocaroo

http://popplet.com/ https://vocaroo.com/
APPS:
Four Questions to redirect behavior (CBM6)
What are you doing?
1.

What are you supposed to be doing?

2.

3. Were you doing that?

4. What are you going to do about it?

Modifications and Accommodations (E6)

Quantity
Definition
adapt the number of items
the student is expected to
complete.
Example
reduce the # of spelling
words to learn and add
more practice worksheets.
Time
Definition
Adapt the time alloted and
allowed for learnig, task
completion, or testing.
Example
individualize a timeline for
completeing a task.
Level of Support
Definition
increase the amount of
personal assistance to keep
the student on task
Example
Assign peer buddies, spefiy
how to interact with the
student.

Input Difficulty Output

Definition
Adapt the way instruction is
deliverd to the learner
Example
use different visual aides,
larger text, more hands on
activites.
Definition
Adapt the skill level, problem
type or the rules on how the
learner may approach the work.
Example
ALlow the use of a calculator,
simplify task directions, or
chnage the rules.
Definition
Adapt how the studnet can
respond to instruction
Example
Instead of answering questions
in writing, they can answer
verbally.

Participation Notes:
Definition
Adapt the extent to which a
learner is actively involved.
Example
how students hold
something while the others
present.
Suggestions for working with Students in Poverty (E12)
Provide acces to computers, books, etc. so Take time to explain the rational for rules
1. they will have access to printed materials 4. and procedures in your classroom

Keep you r expectations high; Poverty does Keep school supply reqiuirments simple.
2. 5.
not mean ignorance.

3. Dont make comments about clothes or 6. Do not require costly activites.

belongings unless they violate dress code.

Reading Strategies to Strengthen Literacy Skills (R8)

Strategy name When / how to use it Define it

1. Alphabet Matching- before, during and after

individually, small group and whole
we can play letter bingo or
Phonics letter stamps.

Exit Slips- After reading. I will have the studnets write one
2. sentence stating what they learned.
comprehension
Concept of word games- Before, During and after We will be the sentence. one person
3. phonological awareness per card to make a sentence
reading- small group, whole

Making content comprehensible for ELL students (R9)

Write at least 3 strategies / techniques that you could easily implement in your classroom for your content
Leanring Strategies- “I wonder” brainstorming about
1. Prepare the lesson
book, topic, theme- should be in the form of
questions (who, what, when, what if, why…) or “I
2. Build background wonder if…

Comprehensible input- 1. adapt content to ELs

3. Make verbal communication understandable profieciency levels— Use graphic organizers before,
during, and after lessons, and use leveled study
4. Learning strategies (this one should be easy!) guides.

Building Background— 2. Vocabulary self-selection:

5. Opportunities for interaction after reading a conent text, studnets self select
vocab they think is essential to the understanding the
6. Practice and application content concepts. — words are selected by
individuals, partners, or teams. shared, discussed,
and agreed upon by the whole class. empoowers
7. Lesson delivery students in choosing the most appropriate key
vocabulary.
8. Review and assess