GO TOs

Core Values (TIU3)

Family

Love

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

Style: Visual learning style Style: Kinesthetic learning Style: Auditory Learning

ex. ex. ex.

Remember what they read Very coordinated Learn well with peers
instead of what they hear
ex. ex. ex.
Used diagrams and charts Moves around when
learning Use cards and pronounce
words
Activate the Brain – The R’s (TIU7)

1. 4. 7. Routing
Rigor
Relevance

2. 5. 8. Recognize
Rehearsing
Retrieval

3. 6. 9.
Re-exposing
Relationship
Retaining

Teach the Vocabulary (SS1)

1. 3. Indirect
Learning
learning
vocabulary
of vocabulary,
words prior
for example
to reading
using
text
vocabulary words in numerous different contexts

2. 4.
Repetitive
Learning exposure
vocabulary in bothtowritten
wordstext and oral
speech

Strategies for Differentiation (SS2)

1. 3.
Small grouping Different tasks
Strategies for Success (SS2-7) Provide 2 examples of each
2. 4.
Anchor Activities
Tiered
Strategies for Success (SS2-7) – Provide 2 examples of each

Example 1 Example 2

Cooperative Grouping Think Pair-Share

Jigsaw

Graphic Organizers
Outline
Venn diagram

Advanced Organizers
KWL
Venn diagram

Similarities / Differences
Classifying
Comparing group
reviewing

Summarizing & Notetaking

Promote
Analyzebetter
it comprehension

Cues & Questions

Remember
Think howthis
theitcharacter
may be important
feel

Blooms Verbs (SS8 and SS9)

Create Putting information together in an innovative way

APPS: Develop, formulate

Evaluate Making judgments based on a set of guidelines

APPS: Judge, select, value

Breaking the concept into parts

Analyze
Organize, compare, relate
APPS:
Use information in new situations
Apply
Implement, solve,, use
APPS:
Explain ideas or concepts you have learned
Comprehension
Classify, describe, and explain
APPS:
Recalling relevant knowledge / recall facts
Remember

APPS: Define, duplicate, memorize

Four Questions to redirect behavior (CBM5)

1. Actively participate in class activities

2.
Be on time with material

3.
Listen to others with your eyes and ears

4.
Participation in class activities

Modifications and Accommodations (E6)

Quantity Time Level of Support
Definition Definition Definition
Adapt the number of items that
Adapt the time allowed for learning, Increase the amount of personal
the learner is expected to learn
task completion or testing assistance to keep the student on task
or the number of activities
or to reinforce the use of specific skill.
student will complete prior to
assessment for mastery
Example Example Example
Reduce the number of social Individualize a timeline for completing How to interact with the student or how
studies terms a learner must learn a task to structure the environment
at any time.

Input Difficulty Output

Definition Definition Definition
Adapt the way instruction is Skill level, problem type, or the rules Student can respond to instruction
delivered to the learner on how the learner may approach the
work.

Example Example Example

Different visual aids, enlarge text, A calculator can be used to figure math Instead of answering question in writing
plan more concrete examples, and problem, simplify task direction allow student a verbal response.
provide hands on activities

Participation Notes:
Definition
Learner is actively involved in the
task
Example
During Social Studies have a
student hold the globe while other
point out locations.
Suggestions for working with Students in Poverty (E12)

1. Do not require costly activities 4. Keep your expectations for poor students high.

2. Be careful about the school supplies you expect 5. Have a bank shared supplies for your students to
students to purchase. Simple requirements borrow materials

3. 6.
Take time to explain the rationale for rules and Provide access to computers, books so low income
procedures in your classroom students can have access

Reading Strategies to Strengthen Literacy Skills (R8)

Strategy name When / how to use it Define it

1. Inference Skills are used across the curriculum Find clues to get some answers
including every subject Can be more than one correct
answer
2.
Partner reading It allows students to take turns
Can be used during library reading and
reading and provide feedback
introduce the text
from each other
3. Word wall Use the word wall daily to practice words
Provide reference support for
children during reading and writing
activites

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

Graphic organizer, Outlines, Highlighted text, Jigsaw text reading
2. Build background
Contextualizing Key Vocabulary, Vocabulary Self-Selection, Personal Dictionaries
3. Make verbal communication understandable
Use speech that is appropriate to students’ proficiency level/ use simple sentence structure

4. Learning strategies (this one should be easy!)

Help ELS comprehend, integrate ways to monitoring thinking ex: self-questioning
5. Opportunities for interaction
Taking with other, either in pairs or small groups allows for oral rehearsal of learning
6. Practice and application
Hand on materials, give multiple opportunities to practice, practice includes hands-on experiences
7. Lesson delivery
Content objectives must be clearly supported, reminds of lesson focus, allows students to know direction of the
lesson
8. Review and assess
Review of Key Vocabulary. Repeating an reinforcing language patterns for words to become automatic