GO TOs

Core Values (TIU3)

Motivation Trustworthiness

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

Style: Visual Style: Auditory Style: Kinesthetic

ex. ex. ex.

Charts and graphs Reading Aloud Experiments

ex. ex. ex.

Record and Playback Activities Role-Playing
Flashcards

Activate the Brain – The R’s (TIU7)

1. Relationships 4. Retrieval 7. Re-exposing

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

Teach the Vocabulary (SS1)

1. 3. Word Games (wheel of fortune, password, secret

Frayer Model
spies, read my lips, scavenger hunt, etc.)
2. 4.
Word Wall Word Box

Strategies for Differentiation (SS2)

1. Procedural (how to use the learning environment 3. Metacognitive (to think about a problem)
features)

2. 4.
Conceptual (what knowledge to consider) Strategic (what the alternative strategies are)
Strategies for Success (SS2-7) Provide 2 examples of each
Strategies for Success (SS2-7) – Provide 2 examples of each

Think-Pair-Share Four Corners

Anchor Chart Concept Maps & Brainstorming Webs

Venn Diagram Analogies

Compare/Contrast Classifying

3-2-1 Summary Plot Diagram

One Question, One Comment, Last Word 1-Minute Paper

Blooms Verbs (SS8 and SS9)

Create Design, Construct, Assemble, Develop, Generate
1. Canva
APPS: 2. Adobe Spark Video

Evaluate Conclude, Appraise, Summarize, Critique, Explain

1. Miro
2. Padlet
APPS:

Contrast, Interpret, Discover, Compare, Solve

Analyze 1. Simple Mind-Mapping
2. Popplet
APPS:
Use, Demonstrate, Operate, Illustrate, Practice
Apply 1. Microsoft Sway
2. Adobe Spark Page
APPS:
Classify, Recognize, Discuss, Translate, Review
Comprehension 1. Clips
2.BeFunky
APPS:
Define, Duplicate, List, Memorize, Repeat
Remember 1. Quizlet
2.Symbaloo
APPS:
Four Questions to redirect behavior (CBM5)
W

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 Time Level of Support
Definition Definition Definition
Adapt the number of items that the learner is
expected to learn, or the number of activities Adapt the time allotted and allowed Increase the amount of personal assistance to keep
the student on task, to reinforce or prompt the use of
students will complete prior to assessment for for learning, task completion, or specific skills. Enhance adult-student relationships;
mastery. testing. use physical space and environmental structure.

Example Example Example

Reducing the number of short stories, the student needs
to read and identify. Making the short stories a bit
easier to read and understand so the learner can identify
the author’s purpose easier.
Assign a student who understands the concept completely and
Make a timeline for the student helping them knows how to identify the author’s purpose to help student with
visualize when the assignment needs to be assignments. Make sure to share with the student to be patient
completed to help them pace themselves. when working with the student and how to explain things.

Input Difficulty Output

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

Example Example Example

Use a pre-made graphic visual aid showing the
three types of author’s purpose for the lesson
with enlarge text so the learner can clearly see
and understand the concept.
Explain the concept in simplified terms for Working one on one with the student see if he
understands the concept when asked verbally instead of
the student and show them an example they having to write it. Allows the learner to express
can refer to when working on theirs. themselves using their words.

Participation Notes:
Definition Alternate Goals: Adapt the goals or outcome expectations while using the
Adapt the extent to which a learner is same materials. When routinely utilized, this is only for students with
actively involved in the task.
moderate to severe disabilities.
Example
Substitute Curriculum: Sometimes called “functional curriculum” Provide
Have the student assist during the lesson different instruction and materials to meet a learner’s individual goals. When
in being a teacher’s helper by asking the
student’s the questions and receiving an routinely utilized, this is only for students with moderate to severe disabilities
answer.
Suggestions for working with Students in Poverty (E12)

Listen to your disadvantaged students. They need a strong Make it clear that you value all your students for
relationship with a trustworthy adult if they are to succeed. their character and not for their possessions.

Work to boost the self-esteem of students who live in poverty by Be careful about the school supplies you expect students to purchase. Keep
the requirements as simple as possible for all students.
praising their school success instead of what they own.

If you notice the student does not have lunch money, check to make sure Take time to explain rationale for rules and procedures in your
that free lunch is an option foe that child. classroom.

Reading Strategies to Strengthen Literacy Skills (R8)

Uses a graphic organizer to help students learn the

Story Maps During & after reading/Small groups, elements of a book identifying characters, plot,
whole class, & individually setting, problem, and solution & other details.

Alphabet Matching Before, during & after reading/ Small The understanding of learners knowing that there are
systematic and predictable relationships between
groups, whole class, & individually letters and spoken words/

Rhyming Games Before reading/individually, small groups, & whole class Words that can be grouped together by a common sound
that can be used to teach children about similar spellings.

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, Leveled Study Guides, Outlines
2. Build background
Concept Definition Map, Content Word Wall, Visual Vocabulary
3. Make verbal communication understandable
Appropriate Speech: Paraphrasing/Simple Sentence Structure, Explanation of Academic Tasks: Step-by-Step Manner, Think Alouds

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

Mnemonics, “I Wonder…”, GIST Summarizing Stratety-7 Minutes
5. Opportunities for interaction
Grouping, Encouraging Elaborate Reponses, Wait Time
6. Practice and application
Hands-On Material/Manipulatives, Social Interaction, Discussing & Doing
7. Lesson delivery
Pacing, Review Content Objectives, Student Engagement

8. Review and assess

Providing Feedback, Review of Key Vocabulary, Scaffold: Paraphrasing