GO TOs

Core Values (TIU3)

Optimism Passion

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

Style: Auditory Style: Visual Style: Kinestetic

ex. ex. ex.

Listening to a speaker Reading Hands on doing
intentenly
ex. ex. ex.
reading your notes out loud Charts posters manipulatives

Activate the Brain – The R’s (TIU7)

1. 4. 7. Rigor Rehearsing
Routing

2. 5. 8. Re-exposing
Relevance
Reorganizing

3. 6. 9.
Retrieve
Retaining
Relationships

Teach the Vocabulary (SS1)

1. 3. Learning
Repetitive
before
exposure
reading

2. 4.
Learning
Indirect both
learning written
numerous and oral
context

Strategies for Differentiation (SS2)

1. Tiered instruction 3. Flexible grouping

2. Anchoring activities 4.
Compacting curriculum
Strategies for Success (SS2-7) Provide 2 examples of each
Strategies for Success (SS2-7) – Provide 2 examples of each

Example 1 Example 2

Cooperative Grouping OnPairing

level with lowerto
as groups level. Language
complete vocab
acquisition and modeling

Graphic Organizers
Formula chartswith
Lined paper (know their
graph math factsfor
specifically
and
theformulas forfor
math class equations)
deaf blind documents
to align math facts
Advanced Organizers
Hamburger picture
“wrap” it up organizer foronwriting
the explanations how to
Grammar graphics poster
complete the conclusions
Similarities / Differences
Compare contract
Classifying or arranging into groups

Summarizing & Notetaking

Narrative
Creating topic definition
concise versionproblem
of inform,
bullets arrows
Cues & Questions
guide
Kwl to analzue and apply info with
chart
critical thinking

Blooms Verbs (SS8 and SS9)

Create Produce new or original work
Storytelling video editing presenting designing podcasting animating
APPS: Slideshow creator we video video editor canva graphic design video

Evaluate Justify Stand decisions argue appraise select support critique, moderating skype conferencing,
network posting, collaborating
APPS:

Draw connections among ideas differentiated organize relate compare contrast examine question
Analyze
test outlining structure organizing surveying reworking mashing

APPS:
use information in new situations execute demonstrated interpret operate schedule sketch
Apply interviewing simulating demonstrating showcasing editing illustration

APPS:
Explain ideas or concepts, classify describe discuss explain identify report organizing
Comprehension annotating explaining blogging subscribing
notability
APPS:
Recall facts, basic concepts define duplicate list memorize repeat state, recalling,
Remember listening, curating, describing mind happening searching,

APPS: Memos
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
students will complete prior to
Example
Reducing the amount of vocab
terms needed to learn at one time
Time Level of Support
Definition Definition
Adapt the time allotted and allowed Increase amount of time of personal
for learning, task completion, or assistance to keep the student on task,
testing reinforce or prompt the use of specific
skillsenhance adult-student
Example Example
Individualized timelines for completing Assigning peer buddies teaching
tasks, learning is paced differently for assistancs tutors, cross age tutors,
learners specify how to interact with the student

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 use of calculator to figure math Instead of answering in writing maybe
text, plan more concrete problems, simplify task directions, or oral response or allowing the student to
examples, provide hands-on change rules to accommodate learner show knowledge with hands on
activities place students in needs. materials

Participation Notes:
Definition
Adapt the extent to which a
learner is actively involved in the
Example
Having students interact, turning
pages on a book, holding objects
as students identify on posters or
other objects
Suggestions for working with Students in Poverty (E12)

1. Provide time for access to technology use if they don’t
have devices or internet at home to complete assignments
2. Keep expectations high, poverty doesn’t mean ignorance
4. Take time to explain the rationale for rules and
procedures in classroom, background and upbringing
may lack skills
5. Be careful about school supplies you expect students
to purchase, keep requirements minimal

3. 6.
No comments about students clothes or belongings unless Do not require costly activities,
they are in violation of dress code

Reading Strategies to Strengthen Literacy Skills (R8)

Strategy name When / how to use it Define it

1. Anticipation guide Before reading Comprehensive strategy that is

used before reading to activate
students prior knowedge and build
2.
Exit Slips After reading Exit slips are written student
responses to questions teachers
pose at these end of the class or
3. Partner reading During reading Cooperative learning strategy in
which two students work together

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

Plan lesson objectives for students and explicit, language objectives, language learning aids to comprehension
2. Build background
Teaching words in categories, use contrasts and comparisons, use analogies
3. Make verbal communication understandable
Provide language in first and second, provide word in both languages, definition in both languages, and written examples

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

Visual, place additional word walls, and flashcard repetitions, content concepts maps
5. Opportunities for interaction
Multiple encounters with the targeted words, collaborative, active tasks, and use of technology
6. Practice and application
Worksheets, interactive classroom all speaking, sentence builders, one on one oral screenings with their pronunciation
7. Lesson delivery
Speaking, signing, visually available on smart board, word wall creation together, periodic pauses to ensure all language
and hearing levels met.
8. Review and assess
Verbal questioning at the end, small edpuzzle videos showing signs, then asking to type in English answers