GO

TOs
Core Values (TIU3)



Adventure Creativity

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

Style: Visual Style: Auditory Style: Kinesthetic

ex. ex. ex.

Primary documents Small group instruction Field trips

ex. ex. ex.

Videos Radio shows Examining objects-historical

Activate the Brain – The R’s (TIU7)

1. Relationships 4. Retrieve 7. Retaining

2. 5. 8.
Rigor Routing Rehearsing
3. 6. 9.
Relevance Re-exposing Reorganizing

Teach the Vocabulary (SS1)

1. Repetitive exposure to words 3. Use vocabulary words in different contexts.

2. 4.
Learn vocabulary words prior to reading Learning vocabulary words in written text and oral
texts. speech.

Strategies for Differentiation (SS2)

1. Individualized instruction 3. Anchor activities

2. 4.
Student reflection Formative assessment
Strategies for Success (SS2-7) – Provide 2 examples of each

I’ve Got This Jigsaw

Anchor Charts Concept maps

Basic Principles Venn Diagram

Compare/contrast Creating Metaphors-link two things that appear

to be different but have some likeness

3-2-1 summary Cornell notes

1-minute paper One Question, One Comment, Last Word

Blooms Verbs (SS8 and SS9)

Generate, conclude, formulate, integrate, recognize

APPS: Youtube, Garage Band

Critique, categorize, collaborate, combine, recommend

Twitter, Skype
APPS:

Diagram, differentiate, illustrate, infer, prioritize

Pinterest, Mashup
APPS:
Chat, collect, predict, produce, provide, report

Whatsapp, Skype
APPS:
Classify, estimate, explain, paraphrase, summarize

Facebook, Instagram
APPS:
Define, describe, identify, label, list, select

APPS: Facebook, Instagram

Four Questions to redirect behavior (CBM5)

What are you doing?

What should you be doing?

Are you doing it?

Will you choose to do 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.
Time
Definition
Adapt the time allotted and
allowed for learning, task
completion, or testing.
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.

Example Example Example

Limit the activity to the poster. Allow student to take the work they do Model the Frayer model. Within the
not finish, home. teams, assign peer buddy for
completion of the model.

Input Difficulty Output

Definition Definition Definition

Adapt the way
instruction is delivered to
the learner.
Example
Provide visual example of the
poster from other sources. Do the
poster with another classmate.
Adapt the skill level, problem type,
or the rules on how the learner may
approach the work.
Example
Answer the evaluations with another
classmate.
Adapt how the student can
respond to instruction.
Example
Present the answers verbally.

Participation Notes:
Definition
Adapt the extent to which a learner is
actively involved in the task.

Example
Do one of the terms on the board
and have the student
guide/transcribe the group’s
contribution
Suggestions for working with Students in Poverty (E12)

Have extra pencils/pens on hand to loan to these students. Always nip any ridicule from other students in the
bud.

Ensure there is a free lunch option available. Guard references and language to avoid them feeling
bad about themselves.

Make sure there is a compouter/chromebook available for them. Do not require costly activities.

Reading Strategies to Strengthen Literacy Skills (R8)

Jigsaw Use it to share complicated concepts and Divide the groups to discuss a broad topic.
Then break out to discuss sub topics and
provide shared understanding. then reconvene to share expertise.

RAFT Enhance reading comprehension Strategy that lets them look at the
text from the writer’s perspective.

Semantic feature analysis Provide familiarity with concepts differences and Assign different concepts and characteristics playing out
similarities who has what.

Making content comprehensible for ELL students (R9)

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

Outline Jigsaw Adapted text

Concept definition wall, Vocabulary self reflection, word wall

Explanation of academic task, Appropriate speech, Scaffolding

Mnemonics, GIST, Thinking cube

Four corners, round table, Writing Headlines

Clustering, Small Groups Discussion, Jeopardy for content review

State outcome orally, Write outcome on board, Split vocabulary by part of speech.

Paraphrase, Discussion circle, Word study books