GO TOs

Stormi Berry, July 15, 2021 Core Values

(TIU3)

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

Style: Visual Style: Auditory Style: Kinesthetic

ex. ex. ex.

Note takers Audiobooks Love to move

ex. ex. ex.

Video watchers Like oral directions Doers over observers

Activate the Brain – The R’s (TIU7)

1. 4. 7. Relationships
Retrieval
Re-exposing

2. 5. 8. Routing
RigorRehearsing

3. 6. 9.
Revelance
Retaining
Recognizing

Teach the Vocabulary (SS1)

1. 3. Indirect
Repetitive
learning
exposure
of vocabulary,
to wordsfor example, using
vocabulary words in numerous different context

2. 4.
Learning
Learning vocabulary
vocabulary words text
in both written before reading
and oral
the text
speech

Strategies for Differentiation (SS2)

1. procedural 3. metacognitive

Strategies for Success (SS2-7) Provide 2 examples of

2. conceptual 4. each
strategic
Strategies for Success (SS2-7) – Provide 2 examples of each

Example 1 Example 2

Cooperative Grouping Four

I'veCorners
Got This

Graphic Organizers Compare

KWL Chartand Contrast

Advanced Organizers Connect 4 Thinking

Venn Diagram 

Similarities / Differences
T-Chart
Compare / Contrast
Summarizing & Notetaking
Graffiti
3-2-1 Summary
Cues & Questions One Question, One Comment, Last
Word
(IQ) Slap Down Game

Blooms Verbs (SS8 and SS9)

Create Produce new or original work
Design, assemble, construct, conjecture, develop, formulate, author, investigate
APPS:

Evaluate Justify a stand or decisi

on
Appraise, argue, defend, judge,select, support, value, critique, weigh
APPS:

Draw connections among ideas

Analyze
Differentiate, organize, relate, compare, contrast, distinguish, examine, experiment, question,
test
APPS:
Use information in new situations
Apply Execute, implement, solve ,use, demonstrate, interpret, operate, schedule, sketch

APPS:
Explain ideas or concepts
Comprehension Classify, describe, discuss, explain, identify, locate, recognize, report, select, translate

APPS:
Recall facts and basic concepts
Remember Define, duplicate, list, memorize, repeat, state

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

Example Example Example

Reduce the number of social studies terms a learner Individualize a timeline for completing a task; pace learning Assign peer buddies, teaching assistants, peer tutors, or
must learn at any one time. Add more practice differently (increase or decrease) for some learners. cross-age tutors. Specify how to interact with the student or
activities or worksheets. how to structure the environment.

Input Difficulty Output

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

Example Example Example

Use different visual aids, enlarge text, plan more Allow the use of a calculator to figure math problems, Instead of answering questions in writing, allow a verbal
concrete examples, provide hands-on activities, simplify task directions, or change rules to accommodate response. Use a communication book for some students, or
place students in cooperative groups, pre-teach key learner needs. allow students to show knowledge with hands-on materials.
concepts or terms before the lesson.

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

1.  Provide access to computer 4. Do not require costly activities

2. Poverty does not mean ignorance. 5. Don’t make comments about your students’
clothes or belongings
3. 6.
Arrange a bank of shared supplies Take time to explain the rationale for rule

Reading Strategies to Strengthen Literacy Skills (R8)

Strategy name When / how to use it Define it

1. Concept of Word Games Can be used when learning material and The ability to match spoken words
using the word wall. with written words with reading.

2.
Reader’s Theater When learning new material or going over Children act out the material they
previous ones are reading.
3. Think-Pair-Share Students think of what they learned,
During reviews of a concept or at the beginning pair up and share with others.

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

Hightlight text, Outlines, Graphic Organziers
2. Build background
Content word wall, visual vocab, vocabulary through songs
3. Make verbal communication understandable
Appropriate speech, explanation of academic tasks, using technology

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

Graffiti write, thinking cube, I wonder….
5. Opportunities for interaction
Jigsaw, numbered heads together, four corners
6. Practice and application
Hands on labs, journal writing, collaboration with peers
7. Lesson delivery
Content objectives stated orally, clear explanations, active involvement

8. Review and assess

Paraphrasing, school talk sessions, providing feedback