GO TOs

Core Values (TIU3)

Humility, Inspiration, Appreciation, Family Dedication, Encouragement, Learning,

Kindness

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

Visual Style: Auditory Style: Kinesthetic Learner

Style:

ex. ex. ex.

Power point slide Small group Instruction Role Playing

ex. ex. ex.

You Tube video Textbook on Tape Write things Down

Activate the Brain – The R’s (TIU7)

1. 4. 7. Relationship
Retrieval
Re-Exposing

2. 5. 8. Routing
Rigor
Rehearsing

3. 6. 9.
Relevance
Retaining
Recognize

Teach the Vocabulary (SS1)

1. 3. IndirectRepetitive
learning of
Exposure
the vocabulary,
to the word
using
the vocabulary word in different content
2. 4. Learning Vocabulary words before
Learning vocabulary in both written text
reading the text
and oral speech

Strategies for Differentiation (SS2)

1. Content 3. Product

2. 4.
Process Learning Environment
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 Jigsaw

Think Pair Share

Graphic Organizers
Venn Diagram
T-Chart

Advanced Organizers
Hierarchical
Cycletopical
Diagramorganizer

Similarities / Differences
Compare and Contrast Ven
T-Chart
Diagram
Summarizing & Notetaking
Cornell Notes
Summary Method
anchor chart
Cues & Questions

Blooms Verbs (SS8 and SS9)

Create Canvas, Slideshow Creator, We Video Editing

APPS:

Evaluate Notion Note Project,

Skype, Adobe Spark Page
APPS:

Analyze Microsoft Excel, Padlet, Simple Mind Mapping

APPS:

Apply Google Doc, Autodesk Sketchbook, Whiteboard

APPS:

Comprehension Hoopla, Audible Brain Pop, Skybrary

APPS:
Quizlet, Microsoft One Note, Voice Thread, Google
Remember

APPS:
Four Questions to redirect behavior (CBM5)

1. What are you doing?

2.
What are you supposed to be doing?

3.
Are you doing that right now?
4.
What are you going to do about it?

Modifications and Accommodations (E6)

Quantity
Adapt the number of items that the
learner is expected to learn or
number of activities student will
complete prior to assessment for
mastery.
Example
Reduce the number of social
studies terms a learner must learn.
Add more practice activities or
worksheets.
Time
Definition
Adapt the time allotted and allowed for
learning, task completion, or testing.
Example
A timeline for completing a task; pace
learning differently (increase or decrease)
for some learners.
Level of Support
Increase the amount of personal
assistance to keep the student on task or
to reinforce or prompt use of specific
skills. Enhance adult-student
relationship; use physical space and
environmental structure.
Example
Assign peer buddies, teaching assistants,
peer tutors, or cross-age tutors. Specify
how to interact with the student or how to
structure the environment

Input Difficulty Output

Definition Definition Definition
Adapt the way instruction is
delivered to the learner. Adapt the goals or outcome Adapt how the student can respond to
expectations while using the same instruction.
materials. When routinely utilized, this
Example is only for students with moderate to Example
severe disabilities. Instead of answering questions in
Use different visual ais, enlarge text,
plan more concrete examples, provide writing, allow a verbal response, use a
Example
hands- on activities place students in communication book for some students,
cooperative groups, pre teach key Allow the use of a calculator to figure allow students to show knowledge with
concepts or terms before the lesson. math problems; simplify task hands on material.
directions; change rules to
accommodate learners needs.
ParticipationDefinition Notes:
Adapt the extent to which a
learner is actively involved in the
task.
Example
In geography, have a student hold
the globe, while others point out
locations. Ask the student to lead
a group. Have the student turn the
pages while siting on your lap.
(kindergarten).
 Suggestions for working with Students in Poverty (E12)
Take the time to explain the rationale for rules and
1. Provide access to computers, magazines, newspapers, and 4. procedures in your classrooms. Students that live in
books. poverty may not always know the correct behavior.

2. Keep your expectations for poor student’s high poverty 5. Keep your school supplies simple as you can for all
does not mean ignorance students.

3. Don’t make comments about student’s clothes or 6.

belongings the are in violation of dress code. Do not require costly activities or for field trips.

Reading Strategies to Strengthen Literacy Skills (R8)

Strategy name When / how to use it Define it
Jigsaw We can use it when we are working with It’s cooperative learning within a
1. group to specialize in one aspect
small group or during reading.
topic.
We can use it individually, during
2. Reciprocal Teaching reading, with small group, or whole class Students become the teacher in
small group reading sessions.

We can use it before reading, individually,

3. Word wall during reading, with small group, after A collection of words on a board
reading, and whole class. display in a classroom.

Making content comprehensible for ELL students (R9)

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

Prepare the lesson: Determine the standards for the lesson objective. Determine the Language Objective.
Eliminate unnecessary information that does not meet your objective.
Build background: Use pictures, real objects, maps, or personal experience. Build text- specific
Knowledge providing text beforehand. Establish the purpose for reading. Use a graphic organizer-W-L chart.

Make verbal communication understandable: Use graphic Organizers, assign reading partners, and use
think.
Learning strategies (this one should be easy!): Small group activities, Peer to Peer tutoring, Guided Practice
with modeling.
Opportunities for interaction: Small groups assignments, Pair ELLs with friendly fluent readers, ask them to
read outload to each other, and ask the groups to read chorally as well.

Practice and application: Providing hands on materials and manipulatives for students to apply new
concepts. Integrate speaking, listening, reading, and writing lessons. In your lessons integrate reading and
writing in all your lessons.

Lesson delivery: Reinforce content and language objectives throughout the lesson, engage students in
meaningful activity through the lesson, pace you lesson for the ELLs students during the lesson.
Review and assess: Review key vocabulary and concepts regular throughout the lesson, share feedback with
the students often, and throughout the lesson assess student’s comprehension based on the content and
language objectives from the lesson.