Samantha Gonzales

8/27/2020

GO TOs
Core Values (TIU3)

caring loyalty

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

Style: Visual Style: Auditory * Style: Kinesthetic

ex. ex. ex.

Display charts and graphics Reading aloud Moving around

ex. ex. ex.

Display videos Asking questions and calling Performing an activity
on students

Activate the Brain – The R’s (TIU7)

Relationship – establishing a relationship in a Retrieval- unlock what is known by Re-exposing- tutor/student leadership –
session that is founded on admiration, assessing prior knowledge summarize a lesson and ensure the main
1. respect, and self-management 4. 7. points.

Rigor- the level of expected learning that is
2.
challenging but not threatening
Routing- information provided by the
5. teacher for student to master the
objectives by explaining the concept
Rehearsing- students practice without or
8.
with minimal supervision.

3. Relevance- build confidence of what they 6. Retaining- to apply the new 9.

already know before another topic is concept or new skills with aid and Recognize- show the students
introduced support as needed. how proud you are that they
show effort and desire to learn

Teach the Vocabulary (SS1)

1. 3. Word
Word wall-Word
games-games
usingaregames
an excellent addition
to focus on to other
terminology
vocabulary instruction methods because they combine play with
and vocabulary words.
learning, helping students to do with words what hands do with
tools: Learn to manipulate them.
2. 4.
Frayer model-
Word journals-Frayer uses a writing
simply four-square
thegraphic
words organizer for in a
and terms
students to write out the definition, examples, and characteristics or
journal
an illustration.

Strategies for Differentiation (SS2)

1. Individualized instruction- instructions should be tailored to meet 3. Tiered instructions- changing the level of complexity to
the specific needs of individual students ie. Exit slips, one-minute
papers, surveys fit the student’s developmental needs. Ie. Homework and
learning stations
Strategies for Success (SS2-7) Provide 2 examples of
2. Flexible 4. each
grouping – forming groups that do not Anchor activities- independent ongoing activities that
outcast a particular student’s readiness ie. Discussion allow the teacher to work with students needing help ie.
groups Reflect on learning, reading silently, going over flashcards,
completing vocabulary work
Strategies for Success (SS2-7) – Provide 2 examples of each

Example 1 Example 2
Scientific method graphic- Students articulate their
Cooperative Grouping understanding
Four cornerofexample
the scientific
allowsmethod
studentsasto
they journey
work in
through a specific
partners topic.
to think Students
together aboutwrite
tekstheir ideas,
problems
understandings, summaries, and questions on a
graphic.
Graphic Organizers
Description
Compare anddiagram organizer
contrast
Cause and effect diagram
Advanced Organizers
Introduction,
Venn diagrammain
andidea, and conclusion
the KWL chart
organizer
Know-Want to Know
Similarities / Differences
Venn diagram
Setting and another
objectives is homework
and providing
and practiceand cooperative learning
feedback
Summarizing & Notetaking
3-2-1 summary
The simple summary and another are
plot diagram and Cornell notes
Cues & Questions
Knowledge - Describe
Comprehension - Whatwhat happened
do you think
at...?
could Can youhappened
have name the...? / one-minute
next...? What
paper
differences exist between...? Bloom
taxonomy One Question, One Comment,
Blooms Verbs (SS8 and SS9) Last Word
Create Design, collect, construct, prepare and relate
Spark video, canva and skype and google docs slides
APPS: synthesize

Evaluate Judge, choose, recommend, critique, and explain

APPS: evaluation Twitter, and notion

Apply, contrast, demonstrate, illustrate, and predict

Analyze
Google sheets and wevideo
APPS: analysis
Construct, solve, compute, sketch, and write
Apply
Zoom, sway, and pixlr
APPS: Application
Classify, estimate, infer, paraphrase, and predict
Comprehension
Voice thread, and spark page
APPS: understand
Arrange, define, reproduce, memorize, and outline
Remember One note and popplet

APPS: knowledge https://www.retrievalpractice.org/strategies/2019/3/27/blooms-taxonomy

Schrock, Kathy. Retrieved from: http://www.schrockguide.net/bloomin-apps.html.

Four Questions to redirect behavior (CBM5)
1. What are you doing?
2.
What are you supposed to be doing?
3.
Are you doing it?
4.
What are you going to do about it?
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 science terms a
learner must learn at any one time. Add
more practice activities or worksheets.
Input
Definition
Adapt the way instruction is
delivered to the learner.
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.
Participation
Definition
Adapt the extent to which a
learner is actively involved in the
task.
Example
Have the student hold the model while the
group performs in a science presentation
Time Level of Support
Definition Definition
Adapt the time allotted and allowed for learning, Increase the amount of personal assistance to
task completion, or testing. 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.
Example Example
Individualize a timeline for completing a task; Assign peer buddies, teaching assistants, peer
pace learning differently (increase or decrease) tutors, or cross-age tutors. Specify how to
for some learners. interact with the student or how to structure the
environment.
Difficulty Output
Definition Definition
Adapt the skill level, problem type, or Adapt how the student can respond to
the rules on how the learner may instruction.
approach the work.
Example Example
Allow the use of scientific tools for problem, Instead of answering questions in writing, allow a
simplify task directions, or change rules to verbal response. Use a communication book for
accommodate learner needs. some students or allow students to show
knowledge with hands-on materials.
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.
Ie. Have student differentiate between charges while other students learn the
placement.
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.
Ie. Have student work with an aid on a learning assignment.
 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
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.
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.
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 Strategies to Strengthen Literacy Skills (R8)

Strategy name When / how to use it Define it

1. Comprehension/visual Before, during, after reading Generating an image while reading requires that the
Individually, with small groups, whole class setting reader be actively engaged with the text. Creating
imagery and listen read mental images while reading can improve
disccuss comprehension.
2.
Vocabulary/ word walls Before reading, during reading, after reading. They provide a permanent model for high frequency
Individually, with small groups, whole class setting words. They help students see patterns and relationship
in words, thus building phonics and spelling skills
3. Writing /Paragraph Individually, with small groups, whole class It helps students organize their ideas into a
Hamburger setting and after reading cohesive paragraph.
It helps show the organization or structure of
concepts/idea.

https://www.readingrockets.org/strategies/word_walls

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 organizers, marginal notes, outlines such as t- charts, highlighted text
2. Build background
Content word wall, concept definition map, visual vocabulary
3. Make verbal communication understandable
Explanation of academic tasks- step by step manner, use a variety of techniques- think aloud, use paraphrasing and
repetition, PowerPoint presentations
4. Learning strategies (this one should be easy!)
GIST summarizing strategy, I wonder, word splash
5. Opportunities for interaction
Cooperative learning activities, grouping configuration, encouraging more elaborate response, class discussion
6. Practice and application
Hands on material and manipulatives, introduce games such as jeopardy, social interaction
7. Lesson delivery
Content objective should be clearly supported, students should be engaged 90 to 100 percent of the time, and focusing on
pacing
8. Review and assess
Paraphrasing, school talk sessions, providing feedback, assessment of lesson objectives