GO TOs

Core Values (TIU3)

Resilience Authenticity

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

Style: Visual Style: Auditory Style: Kinesthetic*

ex. ex. ex.

Graphic organizers available Explain to your neighbor Fidgets, movement, etc

ex. ex. ex.

Written directions Calming music Creation activities

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. Frayer Model 3. Word Games – Wheel of Fortune

2. 4.
Word Walls Word Games - Password

Strategies for Differentiation (SS2)

1. Anchor Activities 3. Tiered Instruction

2. 4.
Student Choice Flexible Grouping
Strategies for Success (SS2-7) Provide 2 examples of each
Strategies for Success (SS2-7) – Provide 2 examples of each

Round table discussions Jigsaw

Mind Maps Compare and Contrast – Venn

Diagrams; T-Charts

KWL Charts Analogies

Venn Diagrams T- Charts

3-2-1 Summary Cornell Notes

Draw attention to what’s coming next Use remember/understand questions as a

way to build on prior knowledge (FA)

Blooms Verbs (SS8 and SS9)

Create Design, develop, construct, plan, generate

APPS: Canva, Music Maker JAM, Flipgrid

Evaluate Critique, judge, support, argue, defend

Google Sites, Aww Board

APPS:

Compare, contrast, organize, examine, relate

Analyze
Padlet, SimpleMind
APPS:
Diagram, discover, apply, demonstrate, interpret
Apply
Google Docs, SketchBook
APPS:
Explain, infer, discuss, paraphrase, summarize
Comprehension
Adobe Spark Post, VoiceThread
APPS:
Describe, memorize, state, memorize, list
Remember

APPS: Mind Map – MindMeister, Quizlet

 Four Questions to redirect behavior (CBM5)
A

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 students will
complete prior to assessment for
mastery.
Example
Reduce the number of social studies
terms a learner must learn at any one
time.
Time Level of Support
Definition Definition
Increase the amount of personal
Adapt the time allotted and allowed
for learning, task completion, or assistance to keep the student on task,
testing. to reinforce or prompt the use of
specific skills.
Example
Individualize a timeline for completing Example
a task; pace learning differently Assign peer buddies, teaching
(increase or decrease) for some assistants, peer tutors, or cross-age
learners. tutors.

Input Difficulty Output

Definition Definition Definition
Adapt the way instruction is Adapt the skill level, problem type, or Adapt how the student can respond to
delivered to the learner. the rules on how the learner may instruction.
approach the work.

Example Example Example

Use different visual aids, enlarge Allow the use of a calculator to figure
text, plan more concrete math problems, simplify task Instead of answering questions in
examples, provide hands-on directions, or change rules to writing, allow a verbal response.
activities accommodate learner needs

Participation 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
Definition disabilities.
Adapt the extent to which a
For example: In a social studies lesson, expect a student to be able to locate the colors
learner is actively involved in the
of the states on a map, while other students learn to locate each state and name the
task.
capital.
Example Substitute Curriculum - Sometimes called “functional curriculum”
In geography, have a student hold Provide different instruction and materials to meet a learner’s individual goals. When
the globe, while others point out routinely utilized, this is only for students with moderate to severe disabilities.
locations. Ask the student to lead For example: During a language lesson, a student is learning toileting skills with an
a group. aide.
Suggestions for working with Students in Poverty (E12)

Minimize required materials. Do not require expensive activities.

Provide shared supplies whenever possible. Be careful not to make jokes about lack of money.

Clarify that you value students for their character,

Do not comment on students clothing.
not possessions.

Reading Strategies to Strengthen Literacy Skills (R8)

A comprehension strategy used to

Anticipation Guides Before reading; individually, with small activate student’s prior knowledge
groups, or in the whole class setting and build curiosity

A fluency strategy in which

Paired Reading
During reading; with small groups
Framed Paragraphs After reading; individually, with small
groups, or in whole class setting
students read aloud to each other;
less fluent students are often paired
with more fluent readers
A pre-writing tool that helps
students write well-developed para.

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; adapted text; outlines; leveled study guides
2. Build background
Vocabulary self-selection; word sorts; visual vocabulary; cloze sentences
3. Make verbal communication understandable
Appropriate speech; peer-modeling; hands-on activities

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

Think-alouds; procedural scaffolding; question-answer relationships
5. Opportunities for interaction
Information gap; oral rehearsal; wait time
6. Practice and application
Small group discussions; clustering; peer-teaching
7. Lesson delivery
Language objectives; engage students; pacing

8. Review and assess

Paraphrasing; summarizing; index card responses