Maria Elena Blanco 10/17/2020

GO TOs
Core Values (TIU3)

Relationships Encouragement

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

Style: *Visual Style: Auditory Style: Kinesthetic

ex. ex. ex.

Flashcards Class discussions Act it out

ex. ex. ex.

charts Paired reading group Hands on assignments

Activate the Brain – The R’s (TIU7)

1. 4. 7. Relationships
Retrieval
Re-Exposing

2. 5. 8. Routing
RigorRehearsing

3. 6. 9.
Relevance
Retaining
Recognize

Teach the Vocabulary (SS1)

Repetitive exposure to words

1. 3. Use of vocabulary in different ways.

2. 4. Learning vocabulary words before reading

text.
Learn vocabulary by writing and orally.

Strategies for Differentiation (SS2)

1. Tiered Instruction 3. Flexible grouping

Learning stations / assignments Individual/ small group, whole group

Strategies for Success

2. Anchoring Activities (SS2-7) Provide 2 examples of
4. each
Compacting curriculum
Projects, journals, problems Assessment methods
 Maria Elena Blanco 10/17/2020
Strategies for Success (SS2-7) – Provide 2 examples of each

Example 1 Example 2

Cooperative Grouping Four

PairCorners
Share

Graphic Organizers
Anchor Charts
Fishbone Organizer

Advanced Organizers
Expository
KWL Chart Chart

Similarities / Differences
Venn Diagram
T- Chart

Summarizing & Notetaking

3-2-1 Summary
Graffitti

Cues & Questions

Flashcards
Drill and Practice tools

Blooms Verbs (SS8 and SS9)

Create Produce new or original work
Generate, plan, produce, develop, formulate, construct
APPS: Slides, YouTube

Evaluate Justify a stand or decision

Appraise, argue, defend, select, support, critique judge, value
APPS: Forms, Chrome

Draw connections among ideas

Analyze
Break-down, calculate, model, subdivide, infer, experiment, questions, test
Sheets, Expeditions
APPS:
Use information in new situation
Apply Execute, apply, choose, modify, discover, diagram, show, operate, schedule, sketch, use
demonstrate, interpret, implement
APPS: Google Drive, Drawings, Maps

Explain ideas or concepts

Comprehension Classify, describe, discuss, explain, identify, locate, recognize, select, translate, report
Docs, Zoom
APPS:
Recall facts and basic concepts
Remember Define, duplicate, list, memorize, name, repeat, order, describe
Google Search, Docs
APPS:

Four Questions to redirect behavior (CBM5)
1. What are you doing?
2.
What are you supposed to be doing?
3.
Were you doing that?
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 L2 vocabulary 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
Ask the student to lead a
group. 
Maria Elena Blanco 10/17/2020
Time Level of Support
Definition Definition
Adapt the time allotted and Increase the amount of personal assistance to
keep the student on task or to reinforce or
allowed for learning, task prompt the use of specific skills. Enhance
completion, or testing. adult-student relationship; use physical space
and environmental structure.
Example Example
Assign peer buddies or teaching assistants,
Individualize a timeline for completing a task; Specify how to interact with the student or how
pace learning differently (increase or to structure the environment.
decrease) for some learners.
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
simplify task directions or change rules Instead of answering questions in writing, allow a
to accommodate learner needs. verbal response. Use a communication book for
some students or allow students to show
knowledge with hands-on materials .
Notes:
 Maria Elena Blanco 10/17/2020
Suggestions for working with Students in Poverty (E12)

1. Provide printed media example: magazines, newspaper, and books 4. Keep classroom supplies to a minimum due to some students
may not be able to purchase them.

2. Do not comment on clothing or belongings unless it violates school 5. Have a collection of supplies for your students to use in class.
dress code policy.

3. 6. Do not plan for school activities that cost too much. Some
Explain the rules, behavior, and expectations of the classroom due to
students may not be able to afford the cost of trip.
social status indifferences.

Reading Strategies to Strengthen Literacy Skills (R8)

Strategy name When / how to use it Define it
Before reading It encourages students to improve
1. List -Group-Label Individually /small groups /whole class vocabulary and develop categorizing skills.
It helps build background knowledge and
setting activate critical thinking skills

Before reading
2. Dividing words into parts or
Individually /small groups /whole class
Syllable Games chunks can help students learn to
setting
read and spell words

3. Before reading/During reading/ After reading interactive reading when students join in
Shared reading Individually /small groups /whole class setting reading text while guided and supported by a
teacher. The teacher models reading with
fluency and expression. 

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, Highlighted text, Leveled study guide

2. Build background
Visual vocabulary, Content word wall, Cloze sentences
3. Make verbal communication understandable
Use of variety techniques, Appropriate speech, Explanation of academic tasks

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

Scaffolding, Questioning, Learning Strategies
5. Opportunities for interaction
Opportunities for interaction, Grouping, Cooperative learning activities
6. Practice and application
Hands on Materials, Application of Content and language knowledge, Integration of Language skills
7. Lesson delivery
Content Objectives, Language Objectives, Student Engaged

8. Review and assess

Review Vocabulary, Review content Concepts, Provide Feedback, Assessment informal and authentic