GO TOs

Core Values (TIU3)

CREATIVITY INDIVIDUALITY

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

Style: Visual Style: Auditory Style: Kinesthetic

ex. ex. ex.

Cornell notes to keep track of & Having the option to use Activities like Reader’s Theatre
understand key terms audiobooks for the reading

ex. ex. ex.

Silent reading at start of class Small group discussion time to 1:1 student/teacher conferences
discuss procedures/processes

Activate the Brain – The R’s (TIU7)

1. 4. 7. Relationships
Retrieval
Re-Exposing

2. 5. 8. Routing
RigorRehearsing

3. 6. 9.
Relevance
Retaining
Recognizing

Teach the Vocabulary (SS1)

1. 3. Word
Frayer
Game:
Model
Wheel of Fortune & Password

2. 4.
Word
Word Wall
Journals

Strategies for Differentiation (SS2)

1. Student Reflection 3. Jigsaws

2. Formative Assessments 4.
Anchor Activities
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 Four

I’veCorners
Got This

Graphic Organizers
Brainstorming
Anchor ChartWebs

Advanced Organizers
Venn
KWL Diagram
Chart

Similarities / Differences
Rank ‘Em!
T-Chart

Summarizing & Notetaking

Graffiti
Plot Diagram

Cues & Questions

Remember thisparts
What are the name;or itfeatures
may beof…?
important.

Blooms Verbs (SS8 and SS9)

Create COLLECT CREATE

APPS: DESIGN EXPLAIN TELL

Evaluate ASSESS JUSTIFY

EVALUATE CONCLUDE RATE

APPS:

COMPARE/CONTRAST SHOW
Analyze
DRAMATIZE EMPLOY CATEGORIZE
APPS:
APPLY SOLVE
Apply
RELATE ILLUSTRATE WRITE
APPS:
SUMMARIZE PREDICT
Comprehension
CLASSIFY EXPLAIN GIVE EXAMPLE(S)
APPS:
DEFINE REPEAT
Remember
DESCRIBE IDENTIFY MATCH
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
Definition
Adapt the number of items the learner is
expected to learn or the number of
activities students will complete prior to
assessment for mastery.
Example
Reduce the number of Think questions a
student must complete at one time.
Input
Definition
Adapt the way instruction is delivered to
the learner.
Example
Before reading a passage, use word banks
to pre-teach vocabulary, and allow hands-
on activities for during the lesson.
Participation
Definition
Adapt the extent to which a learner is
actively involved in the task.
Example
During group presentations, have the
student hold up the paper while others
discuss the findings with the class.
Time Level of Support
Definition Definition
Adapt the time alloted and allowed for learning, Increase amount of assistance to keep student on
task completion, or testing. task, reinforce use of specific skills. Enhance
adult-student relationships; use physical space &
environmental structure.
Example Example
Create individual timelines for completion of test Discuss lesson with TA before class, and seat
by allowing more time for specific learners. student with high achieving student to foster
helpful classroom relationships.
Difficulty Output
Definition Definition
Adapt the skill level, problem type, or the rules Adapt how the student can respond to instruction.
on how the learner may approach the work.
Example Example
Allow the student to use sentence frames and For the Bell Ringers, allow the student to respond
sentence stems to help draft rough draft for verbally instead of typing in the answer on their
Writing Project. Chromebook.
Notes:
Students who require accommodations or modifications should be seated at a table that will best meet their
needs, both proximally and academically.
Students that have peer tutors should be evaluated weekly to ensure the pairing is continuing to benefit their
academic growth.
Modifications and accommodations should be recorded, including their efficacy and any changes necessary
to boost achievement.
Suggestions for working with Students in Poverty (E12)

1. Do not judge a student from a disadvantage household. 4. Give time and patience to your economically
disadvantaged students.

2. Have an understanding of a student’s home situation in 5. Follow the golden rule: teach your students as you
order to know what they bring to the classroom. would want to be taught.

3. 6.
Share positive affirmations daily to bolster confidence. Provide clear processes and procedures for students.

Reading Strategies to Strengthen Literacy Skills (R8)

Strategy name When / how to use it Define it

1. Think-Pair-Share Before reading: provide students with a prompt to Collaborative activity where students pair
discuss related to the reading. Allow 2 minutes for off to answer a question or solve a problem
discussion. regarding the reading.

2.
Exit Slips After reading: use it after a lesson to gauge level of Informal assessment at the end of class;
comprehension regarding that day’s lesson. students answer questions about the lesson.

3. Choral Reading During reading: have students read a small section of Reading aloud in unison to build confidence
the passage aloud at the same time.

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

Identify the TEKS involved in the lesson and highlight key information to focus on for the lesson.

2. Build background
Ask students what they know about topic and have them record their answers on a Post-It to pin on their class period’s cabinet door.

3. Make verbal communication understandable

Provide visual aids (when necessary) to help boost verbal communication. Also, provide slideshows of explicit instruction.

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

Provide 20 random words from the text and ask students to make predictions about the information to be provided based off of those words.

5. Opportunities for interaction

Allow students to complete portions of in class activities on Chromebook.

6. Practice and application

Have students apply their knowledge to group activities such as, “One Word Summary.”

7. Lesson delivery
Provide differentiated activities for lesson delivery: explicit instruction  student-driven activity  exit slip (to gauge ultimate understanding)

8. Review and
Provide exit slipsassess
at the end of class to assess daily knowledge. Incorporate previous day’s lesson into Bell Ringers to gauge retention of knowledge.