GO TOs

Core Values (TIU3)

Determination Acceptance

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

Style: Visual Style: Auditory Style: Kinesthetic

ex. ex. ex.

Present charts and other Present information to the Create organizers-Take notes
graphics. class.
ex. ex. ex.
Showcase in slides Sing a song about subject Act out scenes or definations:
Hand movements

Activate the Brain – The R’s (TIU7)

1. 4. 7. Relationship
Retrieval
Re-Exposing

2. 5. 8. Routing
RigorRehearsing

3. 6. 9.
Relevance
Retaining
Recognize

Teach the Vocabulary (SS1)

1. 3. Word
Games
Journals

2. 4.
Word
Practice Wall
using and listening to the word being used.

Strategies for Differentiation (SS2)

1. Vary reading levels for content 3. Provide choice of final product

2. Vary paces as needed 4.

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

Example 1 Example 2

Cooperative Grouping JigSaw

Four Corners

Graphic Organizers
Venn
MindDiagram
Map

Advanced Organizers
KWL Chart
Analogies

Similarities / Differences
T-Chart
Create metaphors or analogies

Summarizing & Notetaking

Cornell
GraffitiNotes

Cues & Questions

One question,
1-minute one comment, last word
paper

Blooms Verbs (SS8 and SS9)

Create Create final product, design, formulates, set up

APPS: What would your plan be if a natural disaster were to strike this area?

Evaluate Critiques, defend, Judge, value

APPS: How can a forest fire be a natural disaster and a man -made disaster?

Distinguishes, compare and contrast, interpret

Analyze
What is the difference between a natural disaster and a man- made disaster?
APPS:
Uses information to complete a task, practice, show
Apply
Can you describe a natural disaster you have seen?
APPS:
Interprets, explain, summarize
Comprehension
Can you explain what a natural disaster is?
APPS:
Knowledge, identify, match
Remember
What is the meaning of Natural Disaster?
APPS:
Four Questions to redirect behavior (CBM5)

1. What are you doing?

2.
What should you be doing?

3.
Are you doing that?

4.
What are you going to do about it?

Modifications and Accommodations (E6)

Quantity Time Level of Support
Definition Definition Definition
Adapt the number of items that Adapt the time allowed for completion Increase the amount of personal
the learner is expected to of required task for learning assistance to or to reinforce a specific
complete skill

Example Example Example

Reduce the number of terms Extra time during small group or Peer buddies, peer tutors, and teaching
needed or add activities or extended time for a test assistants
worksheets

Input Difficulty Output

Definition Definition Definition
The way you teach Make lessons adequately challenging Adapt how the student can respond to
for each student. instruction.

Example Example Example

Use different strategies, visual Use of calculator or math chart, Allow verbal responses to test, allow
aides, hands on activities, and simplify task students to chose how they show
terms before the lesson knowledge.

Participation Notes:
Definition All students deserve an appropriate challenge when learning and instruction needs to
be adapted for each learner according to their needs. Some students need a little more
Adapt the extent to which a
work and less help while others need additional resources and more instruction.
student is involved in the task.
Example
Ask student to turn the pages in a
book. Have them follow along
with their fingers as you read.
Suggestions for working with Students in Poverty (E12)

1. Provide access to necessary supplies, computers, 4. Take time to explain the rules and why they are
newspapers, and other printed materials important

2. Keep expectations high 5. Keep your requirements as simple and affordable for
students.

3. 6.
Don’t judge student’s appearances. Create a “share bucket” of extra supplies for
student’s needs.

Reading Strategies to Strengthen Literacy Skills (R8)

Strategy name When / how to use it Define it

1. Reading guides Before and during the story. The teacher This strategy activates prior
introduces vocabulary and ask students knowledge as well as sparks the
what they think the book is about. students curiosity engaging them
2.
Choral reading Choral reading is reading aloud in unison Students practice reading with a
whole group gaining self
3. Concept map Visual organizer that students use during students use to understand
reading identifying major ideas and by using connections in the story

Making content comprehensible for ELL students (R9)

Write at least 3 strategies / techniques that you could easily implement in your classroom for your content

1. Prepare the lesson

Teach to students instructional level . Use notes or rephrasing difficult text, Use study guides
2. Build background
Review text vocabulary and have students choose vocabulary they feel is important. Cloze sentences
3. Make verbal communication understandable
Use gestures while speaking, use visuals while using appropriate speech, learn a few phrases in their native language to
help keep them motivated. Frequently use target words.
4. Learning strategies (this one should be easy!)
Use organizers to create visuals, fun games for vocabulary and content, use/ create poetry or songs. Scaffolding,
5. Opportunities for interaction
Encourage more elaborate responses – not yes or no answers. Jigsaw, and give them time to respond
6. Practice and application
Hands on activities, small group discussions, give plenty of opportunity for practice.
7. Lesson delivery
In writing as well as orally including what their learning goal is for the day. Active student involvement, and plenty of time
to respond.
8. Review and assess
Provide different ways to introduce and review vocabulary and content. Student summarizing content with group.
Carefully correct students grammer throughby responding in correct English.