Core Values (TIU3): Enthusiasm, Kindness

GO TOs
Learning Styles (TIU4) Learning styles with 2 examples – place a star by your preferred styles
*Visual: When operating new equipment for the first time I prefer to read the instructions.
1. Use flashcards when studying.
2. Sits in front of the class to see clearly.
Auditory: To teach someone something I tend explain verbally.
1. Listening to novels on tape.
2. Reading aloud when studying.
*Kinesthetic: When learning how to ride a bike I want to get on the bike and figure it out.
1. Speaking with hand gestures.
2. Brain breaks, like jumping jacks between lessons.

Activate the Brain – The R’s (TIU7)

The Neuro-Nine R words are:
1. Relationships: Emotion drives attention and attention drives learning. This all begins with establishing
relationships in a session that are founded on admiration, respect, and self management.
2. Rigor: The level of expected learning that is challenging, but not threatening.
3. Relevance: BIG picture. We do not begin with introducing a topic, but build confidence in what they already
know before we introduce a topic. Instructional Strategies Examples: Metaphor and Analogies: Football player
is to playbook as tutor is to a lesson strategy
4. Retrieval: Unlock what the students already know by accessing prior knowledge.
Retrieval Question Samples: When did………? Which one……..? Please select…..? Can you list four…..?
Can you remember...? Bubble or circle map.
5. Routing: Teacher formally provides the information that the students need to master the objectives by
explaining the concept. The brain has a sweet spot where learning takes off. This is the gap between what you
know and what you are trying to do.
6. Retaining: To apply the new concept or to practice the new skill with aid and support as needed. To correct
misunderstandings before a student is held accountable.
7. Re-exposing: To summarize the lesson and ensure the main points of the lesson are understood through tutor
or student leadership. Re-visit/reteach to relearn. Deliver in a different way.
8. Rehearsing: Students practice without or with minimal supervision. Students take emotional ownership over
their new learning!
9. Recognizing: Share with the students how proud you are of the effort and desire to learn the material during
the session with a positive launch!

Teach the Vocabulary (SS1)

• Repetitive exposure to words
• Learning vocabulary words prior to reading text
• Indirect learning of vocabulary, for example, using vocabulary words in numerous different contexts
• Learning vocabulary in both written text and oral speech
 • Frayer model: graphic organizer: word, definition, example, draw, characteristics, structure, sentence,
connection. Four square model, 4 ways that connect to the word; brainstorm. Good for recall. Helps for
multiple learning styles
• Word Walls: Repeated words (high frequency) displayed on a wall in the classroom: as learning to
write, enhances topics/concepts through definitions, representations, and pronunciation. Good for those
learning to read or trying to understand complex vocabulary (chemistry). ReadingRockets.org
-Cut out cards to change as year progresses, add words, engage class in process of creating, permanent words
or “visiting”. Do not use harder levels, 5-10 words unless sight words, then 15. Student generated. Can
be used in multiple facets: math, artifacts, photos.
-Interactive word walls are built during “explain” of the 5E’s.
• Word Games: combine play with learning; do with words what hands do with tools: learn to
manipulate them.Consider words in new way. Cumulative and cross-curricular=long-term learning.
-Wheel of fortune, password

(C4) Teaching new vocabulary through role play and centers.

Strategies for Differentiation (SS2)

Differentiating instruction is doing what’s fair for students. It means creating multiple paths so that students of
different abilities, interests, or learning needs experience equally appropriate ways to learn.
-Content: Resource materials at varying readability levels, Audio and video recordings, Highlighted
vocabulary, Charts and models, Interest centers, Varied manipulative and resources, Peer and adult mentors
-Process: Use leveled or tiered activities, Interest centers, Hands-on materials, Vary pacing according to
readiness, Allow for working alone, in partners, triads, and small groups, Allow choice in strategies for
processing and for expressing results of processing.
-Product: Tiered product choices, Model, use and encourage student use of technology within products and
presentations, Provide product choices that range in choices from all multiple intelligences, options for gender,
culture, and race, Use related arts teachers to help with student products.
1. Tiered Instruction: Changing the level of complexity or required readiness of a task or unit of study in order
to meet the developmental needs of the students involved.
2. Anchoring Activities: These are activities that a student may do at any time when they have completed their
present assignment or when the teacher is busy with other students. They may relate to specific needs or
enrichment opportunities, including problems to solve or journals to write. They could also be part of a long
term project.
3. Flexible Grouping: This allows students to be appropriately challenged and avoids labeling a student’s
readiness as a static state. It is important to permit movement between groups because interest changes as
students move from one subject to another
4. Compacting Curriculum: Compacting the curriculum means assessing a student’s knowledge and skills, and
providing alternative activities for the student who has already mastered curriculum content. This can be
achieved by pre-testing basic concepts or using performance assessment methods. Students demonstrating
they do not require instruction move on to tiered problem solving activities while others receive instruction.

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

1. Think (Quietly think about how you will answer the question.), Pair (Sit crisscross
applesauce and face your partner.), Share (Share your thinking with your partner. Only one
person talks at a time.).
2. Have a mixture of groups that are used for different lessons. Make cooperative groups by
subject or generic groups ahead of time so students can quickly get with their group or partner
when it is time for cooperative activities. Sometimes your students that prefer to work alone
will be allowed to work alone. Other times, these students will be in a group. So, one group
may be formed by students' preference from a “buddy list”, another group may be formed by
who you think would work best together, another group might be formed by academic level
(low-middle ability) and (middle-high ability). Use colors or subjects to use variety in the
groups. I’ve Got This and JigSaw would be great ways to do this.

Taxonomy Question Examples:

1. Cues: "Remember this name; it may be important" or "Start to think about how this character might feel."

2. Evaluation: Do you think ... is a good or a bad thing? How would you feel if...?

Graphic Organizers: Chart labeled SS7

An advanced organizer is used at the introduction of new material (PRIOR to teaching the new
content) and connects the new learning to prior learning. It gives the student a "preview" of
what they will be learning and connects the new learning to what they already know, allowing
students to build on that prior knowledge (scaffolding). Using advanced organizers puts the
focus on the critical information in the lesson and establishes a purpose and direction for
learning the new content.
Basic Principles: Teach students to preview the material before learning by skimming and
previewing; Focus in on essential information to be learned – not the bizarre aspects that tend
to be distracting;Organizers can be partially filled in or left totally blank.

Connect 4 Thinking

Organize students into groups of 4.

Provide students a key term or concept.
Each student makes a connection with the term and explains the link to the group.
Possible connections may include the following:

• antonym
• synonym
• analogy
• a quick sketch or graphic representation

Students record the 4 relationships in their journals or interactive notebook

The teacher clarifies and verifies as appropriate.
Know-Want to Know-Learn (KWL) Chart

Donna Ogle created the KWL chart in 1986 as a learning strategy to organize text. However, it has since
become a standard tool used by teachers in all subjects. It is a simple but powerful learning tool that
asks three tasks of students:

1.  Students identify what they know about the content/topic.

2.  Students list what they want to learn about the subject.

3.  Students explain what they learned and how it will impact future learning.
Similarities and Differences (SS6)

1. Comparing- review how things are alike or different based on the characteristics

2. Classifying-group items after we see how they are similar or different

3. Creating Metaphors-link two things that appear to be different but have some likeness

4. Creating Analogies-Look for similarities between pairs of elements

Basic Principles:
• The process must be modeled and taught
• Helpful for students to have a graphic organizer to help them outline their thoughts
• Compare/contrast and classify strengthens students' ability to remember key content
• An easy introduction to higher-order thinking with analogies and metaphors
• Provides a structure for writing by helping them to organize material
• Increases students' thinking flexibility, thinking about thinking (metacognition), and communicating
with clarity and precision.

(Chart SS7) Compare & Contrast

1.Venn Diagram (how are they similar and different?)
2. Classifying (Specify elements to items to arrange them in groups.)

3. Read story and have students summarize the plot and main characters.

Summary Chart (SS7)

1. 3-2-1 Summary: Students write 3 big ideas or facts/details they learned. (What did it say?)
Students write 2 examples, applications, or inferences about what they learned. (What did it
mean?) Students write 1 question or draw 1 conclusion about what they learned. (What does it
mean?)
NOTE: You may use 3-2-1 summaries as exit tickets at the end of class, or they may be
implemented with "Musical Mix-Freeze-Group" to allow students to share and refine
summaries with peers.
2. Graffiti: Students draw a 1-minute "graffiti," representing the major concept taught during
the lesson. Students add 1 sentence to make 1 inference, draw 1 conclusion, or make 1
prediction based on their understanding of the content.

Blooms Verbs (SS8 and SS9)

1. Knowledge: Match
2. Comprehension: Identify
3. Application: Practice
4. Analysis: Choose
5. Synthesis: Tell
6. Evaluation: Relate
 Create APPS: Canva, YouTube, Google Slides

Evaluate APPS: Adobe Spark, Padlet, Google Hangout

Analyze APPS: Padlet, Poppet, SimpleMind, Airtable, Google Expeditions

Apply APPS: Koma, IPEVO Whiteboard, Sway, Google Maps/Earth

Understand APPS: Airtable, Adobe Spark Post-Design, PicMonkey, Google Scholar, Cardboard

Remember APPS: Quizlet, Google, Vocaroo, Google Search/Docs, Bookmarks

Taxonomy:

Create: Produce new or original work; judgement based on criteria (design, assemble,
construct, conjecture, develop, formulate, author, investigate, defend, justify, support,
produce, conclude, generate, decide)

Evaluate: Justify a stand or decision; putting together elements to create a new concept
(appraise, argue, defend, judge, select, support, value, critique, weigh, formulate, integrate,
revise, critique, categorize, collaborate, combine, contrast)

Analyze: Draw connections among ideas; breakdown of information so that the individual
parts and relationships are made clear (differentiate, organize, relate, compare, contrast,
distinguish, examine, experiment, question, test, diagram, differentiate, illustrate, infer,
prioritize, correlate)

Apply: Use information in new situations; use of abstractions and a transfer into new sit.
(execute, implement, solve, use, demonstrate, interpret, operate, schedule, sketch, report,
chart, collect, produce, predict, provide)

Understand: Explain ideas or concepts; knows what has been taught and can make use of
material without relating it to other content (classify, describe, discuss, explain, identify,
locate, recognize, report, select, translate, estimate, paraphrase, summarize)

Remember: Recall facts and basic concepts of learning (define, duplicate, list, memorize,
repeat, state, match, name)

Taxonomy Questions:

Lower-level:

-Knowledge - Describe what happened at...? Can you name the...?

-Comprehension - What do you think could have happened next...? What differences exist
between...?

-Application - Do you know another instance where...? Can you apply the method used to
some experience of your own...?

Higher-level:

-Analysis - Can you explain what must have happened when...? What were some of the
motives behind...?

-Synthesis - Can you see a possible solution to...? Can you develop a proposal which
would...?

-Evaluation - Do you think ... is a good or a bad thing? How would you feel if...?

TEKS Standards

Readiness: Essential for success in the current grade level or course. They are important for
preparedness for the next grade level or course. They support postsecondary readiness. They
necessitate in-depth instruction. They address broad and deep ideas.

Support: Although introduced in the current grade or course, they may be emphasized in a
subsequent grade or course. Although reinforced in the current grade or course, they may
be emphasized in a previous grade or course. They play a role in preparing students for the
next grade or course but not one that is central. They address more narrowly defined ideas.

Process: The process standards are skills in the Texas Essential Knowledge and Skills (TEKS) for
mathematics, science, and social studies describe ways in which students are expected to
engage with the content. These standards/skills should be incorporated into the teaching of
the TEKS when possible so that students can attain a greater depth of understanding of
complex content. The student expectations addressing mathematical process standards
have become a central part of the TEKS for mathematics.

Be SMART (C3)
-Goals/Standards: statements of desired learning
-Learning Objectives:
—specific: statements, student-centered, targets,
—measurable: clearly defined
—attainable: challenging, but realistic.
—relevant/results-oriented: interesting and necessary content
— time bound: specific ending point for formulative assessment

Early Childhood Outcome & Pre-Kindergarten Guidelines:

1. Outcomes 1 & 2 - Social Relationships, Knowledge and Skills: Does the child use
appropriate language and communication in everyday routines and settings? II.B.3. Could
provides appropriate information for various situations.

Objective: After watching a video about classroom visitors, the students will model ways to
greet and respond to new people.

2. Outcome 2 - Knowledge and Skills: Does the child use a variety of verbs to describe or
request actions? Does the child label and describe people he knows or meets? Can he
name familiar places in his environment? II.D.1. Child uses a wide variety of words to label
and describe people, places, things, and actions.

Objective: After the teacher defines new words when reading aloud by connecting what
students already know to the new word, the students will engage in discussion of word
meanings with real objects or experiences of the new vocabulary words.

3. Outcome 2 - Knowledge and Skills: Can the child orally blend syllables to form a word
(e.g., ar-ma-dil-lo = armadillo)? III.B.4. Child combines syllables into words.

Objective: After the students model the teacher in clapping one time for each syllable in
their names, the children will follow along and model the activity to combine the syllables
into words.

Task Analysis (C4)

1. List the steps in the correct sequence necessary to perform the skill/ solve the problem/
meet the objective.
2. Check for accuracy. It is helpful to “teach” the steps to someone who knows nothing
about your subject or to a child that is not a student in your class. They can either perform
the task and/or give you feedback on the accuracy and clarity of your steps.
3. Adjust the task analysis to include missing steps or to add more clarity.
In the process, you will also need to identify the prerequisite skills required to complete the
task. For example, you can’t teach a child to print their name if they don’t even know how to
hold a pencil or the letters of the alphabet.

Assessment (C5)
1. Are you assessing and giving feedback along the way so that when it is time for a paper
and pencil test, your students will be successful?
2. Are you teaching one thing in the classroom and testing another?
3. Is your assessment informing your instruction? – Are you using information gathered from
your assessment to tell you where to go next with your students?
4. Are you returning and discussing assessments the next class period? Research shows if
feedback is delayed, it is useless to the learner. (The older the learner, the longer they can
wait, for K-2 the next day is too late.)
5. When you create an assessment, ask yourself – Does it measure what you have taught
based on the objective formulated from your TEKS (what the students need to know and
should be able to do)?

-Prior knowledge and misconceptions

-student learning styles and multiple abilities
-teaching depth of understanding rather than for breadth of coverage

- Validity and Fairness— Does it measure what it intends to measure? Does it allow students
to demonstrate both what they know and can do?
 - Reliability— Is the data that is collected reliable across applications within the classroom,
school, and district?
- Significance— Does it address content and skills that are valued by and reflect current
thinking in the field?
-Procedural Knowledge— the "how" knowledge
-Application Knowledge— the use of knowledge in both similar settings and in different
contexts
-Problem Solving— a process of using knowledge or skills to resolve an issue or problem
-Critical Thinking— evaluation of concepts associated with inquiry
-Documentation— a process of communicating understanding
-Understanding— synthesis by the learner of concepts, processes, and skills
~Baseline assessment establishes the "starting point" of the student's understanding. Running
Records, Literacy Intervention Scales, pre-assessments in subject courses, first-draft expository
writing samples. Performance over time.
~Formative assessment provides information to help guide the instruction throughout the unit.
learning style and ability, to provide ongoing feedback and allow educators to improve and
adjust their teaching methods and for students to improve their learning. Impromptu quizzes
or anonymous voting, one-minute papers, lesson tickets, silent polls, doodle map
~Summative assessment informs both the student and the teacher about the level of
conceptual understanding and performance capabilities that the student has achieved.
End of term or midterm exams, cumulative work over an extended period of time,
standardized tests.

Four Questions to redirect behavior (CBM5)

Modifications and Accommodations (E6)

Quantity
Definition:
Adapt the number of items that
the learner is expected to learn
or the number of activities
student will complete prior to
assessment for mastery.
Example: Reduce the number
of social studies terms a
learner must learn at any one
time. Add more practice
activities or worksheets.
Time
Definition: Adapt the time allotted
and allowed for learning, task
completion, or testing.
Example: Individualize a timeline
for completing a task; pace
learning differently (increase or
decrease) for some learners.
Level of Support
Definition:Increase the amount of
personal assistance to keep the
student on task or to reinforce or
prompt the use of specific skills.
Enhance adult-student
relationship; use physical space
and environmental structure.
For example:
Assign peer buddies, teaching
assistants, peer tutors, or cross-age
tutors. Specify how to interact with
the student or how to structure the
environment
 Input
Definition:Adapt the way
instruction is delivered to the
learner.
For example:
Use different visual aids,
enlarge text, plan more
concrete examples, provide
hands-on activities, place
students in cooperative groups,
pre-teach key concepts or
terms before the lesson.
Difficulty
Definition:Adapt the skill level,
problem type, or the rules on
how the learner may approach
the work.
For example:
Allow the use of a calculator to
figure math problem, simplify task
directions, or change rules to
accommodate learner needs.
Output
Definition: Adapt how the student
can respond to instruction.
For example:
Instead of answering questions in
writing, allow a verbal response.
Use a communication book for
some students, or allow students to
show knowledge with hands-on
materials.

Participation
Definition: Adapt the extent to
which a learner is actively
involved in the task.
For example:
In geography, have a student
hold the globe, while others
point out locations. Ask the
student to lead a group. Have
the student turn the pages while
sitting on your lap
(kindergarten).
Notes:
Alternate Goals 
Adapt the goals or outcome expectations while using the same materials.
When routinely utilized, this is only for students with moderate to severe
disabilities.
For example:
In a social studies lesson, expect a student to be able to locate the colors
of the states on a map, while other students learn to locate each state and
name the capital.
Substitute Curriculum 

Sometimes called “functional curriculum”

Provide different instruction and materials to meet a learner’s individual

goals. When routinely utilized, this is only for students with moderate to
severe disabilities.

For example:

During a language lesson, a student is learning toileting skills with an

aide.

Suggestions for working with Students in Poverty (E12)

1.  Provide access to computers, magazines, newspapers, and books so low-income students can see and
work with printed materials. School may be the only place where they are exposed to print media.
2. Keep your expectations for poor students high. Poverty does not mean ignorance.
3. Don’t make comments about your students’ clothes or belongings unless they are in violation of the
dress code.
4. Students who live in poverty may not always know the correct behaviors for school situations. At
home, they may function under a different set of social rules. Take time to explain the rationale for
rules and procedures in your classroom.
 5. Be careful about the school supplies you expect students to purchase. Keep your requirements as
simple as you can for all students.
6. Arrange a bank of shared supplies for your students to borrow when they are temporarily out of
materials for class.
7. Do not require costly activities. For example, if you require students to pay for a field trip, some of
them will not be able to go.

Reading Building Blocks (R3)

-Phonemic awareness is: ability to hear, identify, and manipulate individual sounds - phonemes - in spoken
words.
-Phonemic awareness is important because: it improves children’s word reading and reading comprehension; it
helps children learn to spell.
-Phonemic awareness can be developed through a number of activities, including asking children to: identify
phonemes; categorize phonemes; blend phonemes to form words; segment words into phonemes; delete or add
phonemes to form new words; substitute phonemes to make new words.
-Phonemic awareness instruction is most effective when children are taught to manipulate phonemes by using
the letters of the alphabet; when instruction focuses on only one to two rather than several types of phoneme
manipulation.

-Phonics instruction: helps children learn the relationships between the letters of written language and the
sounds of spoken language.
-Phonics instruction is important because it leads to an understanding of the alphabetic principle - the
systematic and predictable relationships between written letters and spoken sounds.
-Programs of phonics instruction are effective when they are: systematic - the plan of instruction includes a
carefully selected set of letter-sound relationships that are organized into a logical sequence; explicit - the
programs provide teachers with precise directions for the teaching of these relationships.
-Effective phonics programs provide ample opportunities for children to apply what they are learning about
letters and sounds to the reading of words, sentences, and stories.
-Systematic and explicit phonics instruction: significantly improves children’s word recognition, spelling, and
reading comprehension. It is most effective when it begins in kindergarten or first grade.

-Fluency is the ability to read a text accurately and quickly

-Important because it frees students to understand what they read.
-Can be developed by modeling fluent reading by having students engage in repeated oral reading.
-Monitoring student progress in reading fluency is useful in evaluating instruction, and setting instructional
goals can be motivating to students.

-Vocabulary refers to the words we must know to communicate effectively. Oral vocabulary refers to words
that we use in speaking or recognize in listening. Reading vocabulary refers to words we recognize or use in
print.
-It is important because beginning readers use their oral vocabulary to make sense of the words they see in
print. Readers must know what most of the words mean before they can understand what they are reading.
-Can be developed indirectly when students engage daily in oral language, listen to adults read to them, and
read extensively on their own. Directly when students are explicitly taught both individual words and word-
learning strategies.

-Comprehension is important because it is the reason for reading.

-It is purposeful and active.
-Can be developed by teaching comprehension strategies.
-Can be taught through explicit instruction, cooperative learning, and by helping readers use strategies flexibly
and in combination.

Motivation (R4)

Successful Readers:
-Interact with text in a motivated and strategic way.
-Have improved comprehension and reading outcomes when engaged with text.
-Read more and thus have more access to a variety of topics and text types.
-Are interested and curious about topics and content in texts and read to find out more.

Struggling Readers:
-May engage in reading as a passive process without giving effortful attention to activating prior knowledge,
using grading strategies, or employing other strategic thought processes.
-Often have low comprehension of text.
-Fail to access a variety of wide reading opportunities. Give the choice, prefer not to read.
-May not be interested in or curious about exploring topics or content through reading.

For Motivation:
1. Providing content goals for reading
⁃ a student who is reading to find out how panda bears are becoming extinct is more likely to read
the text carefully and to employ strategies that will help her understand what she reads so that
she can answer her question.
2. Supporting student autonomy
⁃ readings. Students who can select their own reading material use more effective reading
strategies and perform better on tests of comprehension.
⁃ Give students control over some aspects of the task such as where to work in the classroom, what type
of product to produce (e.g., an essay or poster), and which subjects to pursue.
⁃ Allow students to select partners, join groups or work alone.
3. Providing interesting texts
⁃ Having background knowledge
⁃ visually pleasing and appear readable
⁃ text’s relevance and interest is often an individual matter
⁃ provide stimulating tasks related to reading topics prior to reading. Collaboration and social
interaction.
4. Increasing social interactions among students related to reading.
⁃ Let students read together, share info, explain and present knowledge
⁃ foster a sense of belonging to the classroom

Guided Reading (R7)

Principles:
1. May be done individually or with a small group (no more than six) to support understanding of any
aspect of reading.
 2. The teacher makes guided reading decisions based on observations of what the student can or cannot
do to construct meaning.
3. It is not usually done with texts that are not familiar to the student.
4. The students in the group need further work on the same type of problem.
5. The students learn from and support each other.

Benefits:
1. Students develop as individual readers while being involved in a supported activity.
2. Individual readers have the opportunity to develop and use reading strategies so they can read
progressively difficult texts independently.
3. Students experience success in reading for meaning.
4. Students learn how to problem solve with new texts independently.
5. Teachers can observe individual students as they problem-solve new texts.
6. Teachers assess individual students using running records before or after the group.

Reading Strategies to Strengthen Literacy Skills (R8)

When using any teaching strategy, teachers should

(1) help students understand why a strategy is useful and

(2) describe explicitly how the strategy should be used.

Teacher demonstration, modeling, and follow-up independent practice are critical factors for success. Student
discussion following strategy instruction is also helpful.

Reading Rockets provides a library of strategies that include

• Instructions on how to use the strategy

• Classroom video 
• Downloadable templates
• Examples
• Recommended children's books to use with the strategy
• Differentiation for second language learners, students of varying reading skill, students with learning
disabilities, and younger learners
• Supporting research.

1. Vocabulary: Word Maps: Before Reading/During Reading/After Reading: Introduce the

vocabulary word and the map to the students, teach them how to use the map by putting the
target word in the central box. Ask students to suggest words or phrases to put int the other
boxes to answer questions like: “What is it?” What is it like?”

2. Phonological Awareness: Rhyming Games: Before Reading: Singing the song “Mary Had
a Little Lamb” before reading the story of the same name. Emphasis on rhyming words.

3. Comprehension: Visual Imagery: Before Reading/During Reading/After Reading: Begin

reading. Pause after a few sentences or paragraphs that contain good descriptive information.
Share the image you've created in your mind, and talk about which words from the book helped you "draw"
your picture. Your picture can relate to the setting, the characters, or the actions. By doing this, you are
modeling the kind of picture making you want your child to do.
Talk about how these pictures help you understand what's happening 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. Lesson Preparation:
-Graphic Organizers to show the “wholeness and parts” of supplement written/spoken words.
- Jigsaw Text Reading: peer-modeling and team discussed.
- Adapted Text: rewrite in shorter simpler sentences.
2. Building Background:
-Personal Dictionaries to arranging by concept or structure for individual vocabulary and spelling resources.
-Contextualizing Key vocabulary to show how terms are used in context.
-Word sorts to categorize words or phrases that are familiar..
3. Comprehensible input:
-Appropriate speech at proficiency level
-Varetiy of techniques, multiple exposes, verbal scaffolding, graphic organizers.
-Explanation of academic tasks in step-by-step manner and peer-modeling.
4. Strategies:
-Learning strategies to comprehend integrate and retain new info.
-Scaffolding techniques like think-aloud/say aloud
-Questioning techniques to promote. Critical and strategic thinking
5. Interaction
-opportunities for interaction to participate fully in discussing ideas and information.
-Grouping configurations to have at least 2 different grouping structures used during a lesson.
-Wait time give at least 20 seconds.
6. Practice and Application
-Hands-on practice to connect abstract concepts with concrete experiences
-Application of content and language knowledge in a personally relevant way, discussing/doing, social
interaction
-Integration of language skills to interrelated and integrate naturally, promote development
7. Lesson Delivery
-Content Objectives to be clearly supported and stated orally
-Language written on board for all to see and recognizable
 - Students engaged actively to materials they will be tested on and minimize boredom, off-task behaviors.
8. Review & Assessment
-Review of key vocabulary developed through analogy or scaffolding
-Key concepts informal, structured, link, final review
-Lesson objective assessment, evaluation, informal and authentic.

T-TESS includes four components:

1. Professional Demeanor and Ethics

2. Goal Setting
3. Professional Development
4. School Community Involvement