GO TOs

Core Values (TIU3)

Love Knowledge

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

Style: Visual Learner* Style: Kinesthetic Learner Style: Auditory Learner*

ex. Screen Projection in class ex. Small group role play ex.
Lecture in class
through Pics

ex. ex. Allowing student to get up ex. Participation in class

Link to read on web and move to study discussion

Activate the Brain – The R’s (TIU7)

1. Relationships 4. Retrieval 7. Re-Exposure

2. 5. 8.
Rigor Routing Rehearsing
3. 6. 9.
Relevance Retaining Recognizing

Teach the Vocabulary (SS1)

1. 3. Word walls – designate in good location in classroom

Frayer model – Uses a 4 square graphic organizer
to define, give examples, characteristics, pictures,
connections or an illustration of the main word.
2.
Students can learn vocabulary by writing
text and oral speech.
5-10 or 15 depends on age words that help students
who are learning to read and write. Repetition Tchart
or tree map.
4.
Word games – Such as wheel of fortune and password

Strategies for Differentiation (SS2)

Individualized Instruction – Instruction should be
tailored to meet the specific needs of individual
1. students. Student readiness, student interest and
student learning preferences.
Respectful Tasks – Ones that recognize and honor
individual students learning differences. Teachers should
pay attention to the readiness level of each student and
3. offer all students opportunities to learn according to their
own readiness levels. Equally interesting, important, and
engaging.

Tiered Instruction – Teachers evaluate their students and

2. Flexible grouping – Allows students to be 4. then use the data they collect to provide a different tier of
instruction for each student. 3 levels - Students who do
Strategies for Success
appropriately (SS2-7)
challenged and helpProvide
you avoid2 labeling
examplesa of each
not know the concept or who do not have the skill,
students readiness or skill level. Work as members of students who have some understanding of the concept or
many different groups depending on the task and skill and students who have mastered and understand the
content. concept or skill.
Strategies for Success (SS2-7) – Provide 2 examples of each

Rally-Robin – Teacher poses the question. Think time.

Think-pair-share – Students work together to solve a problem or
Partners take turns verbally listing responses.
answer a question about an assigned reading. Think individually about
a topic or answer to a question share ideas with classmates

Mind Map – central theme placed in center. Associations

Venn Diagram – uses circles to show the relationships among things from central theme, curved lines keywords summarize
or finite groups of things. They help to visually represent the information proximity color and images
similarities and differences between two concepts.

Advanced Org. an ex is an Analogy which Advanced Org. an ex is an Expository in

means a comparison between 2 things typically Writing. Expository means intended to
for the purpose of explanation or clarification. explain or describe something.

Analogies – Can help explain new or confusing concepts by aligning or comparing it to something Classifying – Group items after we see how they are similar or
familiar providing students with examples of the relationships can help them recognize the implication different. Specify elements to items to arrange them in groups
of “A is to B as C is to D.”

Notetaking aka Cornell Notes – Is the process of writing down

Summarizing – Is the process that helps students determine essential ideals and synthesize key elements in their own words. 3 primary parts are notes,
important details that support them.. EXAMPLES 3-2-1 Summary comments/questions and summarization. EXAMPLE The 5
FINGER SIMPLE SUMMARY

Continued for cues/questions - Routinely pose questions to the

Cues & Questions – Will guide students to analyze and apply information while evoking critical students, give students ample time to process question than call on
thinking skills them after student respond follow up with more probing questions
Blooms Verbs (SS8 and SS9)
Create Develop, setup, arrange, summarize, write
Skype
APPS: Spark Video

Describe, explain, interpret, compare, support

Evaluate Twitter
Weebly
APPS:
Apply, show, write, use, change
Analyze Google Sheets
We Video
APPS:

Illustrate, solve, write, relate, apply

Apply
Zoom
Sway
APPS:
Explain, summarize, discuss, give, example, identify
Comprehension Befunky
Spark Post
APPS:
Define, describe, label, match, list
Remember
One Note
Popplet
APPS:
Four Questions to redirect behavior (CBM5)

1. Rule- Follow directions immediately. 1. Rationale-Following directions can help with safety and make sure you are
1. doing your work correctly. 1. Consequence - Verbal warning 1. Reward -All homework in on time –10 free points

2. Rule -Be on time with your materials ready. Rationale-We have a lot of information to learn so we need to make
2.
good use of all the time we have. 2. Consequence - Name on board –as a warning (-) 2. Reward-Special privileges

3. 3. Classroom rules -Keep hands, feet, and objects to yourself. Rationale -If you bother others, someone might get hurt
or get their things damaged. Consequence In-class time-out- Reward -Name on the board – as a rock star (+)

4. Actively participate in class activities. Rationale -You learn by doing. It’s ok not to know everything. We will all
4.
make mistakes. By practicing and making those mistakes, our brains grow. Consequence-Referral to office. Reward-
Cell phone use.

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 Level of Support Definition
Adapt the time allotted and allowed Increase the amount of personal assistance to keep
for learning, task completion, or the student on task or to reinforce or prompt the
testing. use of specific skills. Enhance adult-student
relationship; use physical space and environmental
Example Example
structure.

Example Individualize a timeline for completing

Reduce the number of Health 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.
a task; pace learning differently
(increase or decrease) for some
learners.
Difficulty
Definition
Adapt the skill level, problem type, or
the rules on how the learner may
approach the work.
Assign peer buddies, teaching
assistants, peer tutors, or cross-age
tutors. Specify how to interact with the
student or how to structure the
environment.
Output
Definition
Adapt how the student can respond to
instruction.

Example Example Example

Use different visual aids, enlarge text, Instead of answering questions in
Allow the use of material given by the
plan more concrete examples, provide writing, allow a verbal response. Use a
teacher to figure out, simplify task
hands-on activities, place students in communication book for some students,
directions, or change rules to
cooperative groups, pre-teach key or allow students to show knowledge
accommodate learner needs.
concepts or terms before the lesson. with hands-on materials.
Participation Notes:
Definition
Adapt the extent to which a
learner is actively involved in the
task.
Example
Have a student do one part of the
assignment, while others do
different parts to assist in
breaking the assignment down.
Ask the student to lead a group.
Have the student partner with
another student.
Suggestions for working with Students in Poverty (E12)
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.
Be careful about the school supplies you expect
students to purchase. Keep your requirements as
simple as you can for all students.

Keep your expectations for poor students high. Poverty
does not mean ignorance.
Don’t make comments about your students’ clothes or
belongings unless they are in violation of the dress code.
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)

Exit slips are written student responses to

When to use- After reading. How to
EXIT SLIP use-Individually, small groups,
whole class settings. At the end of
your lesson ask students to respond
to a question or prompt.
questions teachers pose at the end of a
class or lesson. These quick, informal
assessments enable teachers to quickly
assess students' understanding of the
material.

Shared Reading is an interactive reading

SHARED READING When to use-Before during and after
reading. How to use-Individually,
small groups, whole class.
WORD WALL When to use-before, during and after
reading How to use-Individually,
small groups, and whole settings.
experience that occurs when students join
in or share the reading of a book or other
text while guided and supported by a
teacher. The teacher explicitly models the
skills of proficient readers, including
reading with fluency and expression. The
shared reading model often uses
oversized books (referred to as big
books) with enlarged print and
illustrations.
A word wall is a collection of words
which are displayed in large visible letters
on a wall, bulletin board, or other display
surface in a classroom. The word wall is
designed to be an interactive tool for
students and contains an array of words
that can be used during writing and
reading.
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

1. Highlighted text 2. Outlines T-Charts 3. Jigsaw text reading
2. Build background
1. Contextualizing key vocabulary 2. Content word wall specific to content area 3. Visual Vocabulary (pictures)
3. Make verbal communication understandable
1. Scaffolding techniques 2. Model techniques 3. Use gestures when presenting lessons

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

1. Mnemonics 2. Scaffolding Tech – graphic organizer 3. Questioning Tech – Higher order thinking
5. Opportunities for interaction
1. Elaborate responses. 2. Homogeneous or heterogeneous grouping 3. Clarify key concepts in native language
6. Practice and application
1. Hands on practice 2. Social interaction. 3. Practice in anyone area – listening, speaking, reading, writing
7. Lesson delivery
1. Content objective. 2. Language objective. 3. Students engaged.

8. Review and assess

1. Review of key vocabulary. 2. Providing feedback. 3. Assessment