GO TOs

Core Values (TIU3)

Peace Trustworthiness

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

Style: Visual learner Style: Auditory learner Style: Kinesthetic learner

ex. Flash cards with social
studies topics
ex.
Create a picture collage
to explain a conc
ex. Listen to a social studies
podcast or lecture
ex.
Record tapes or group
presentations where
ex.
Role play act out a
historical situation
ex.
Write it out take notes

Activate the Brain – The R’s (TIU7)

1. 4. 7. Relationships
Routing
rehearsing

2. 5. 8. Re-exposing
Relevance
reorganizing

3. 6. 9.
retrieve
retaining
rigor

Teach the Vocabulary (SS1)

1. Repetitive exposure to words 3. Learning vocabulary words before reading the

text
 Indirect learning of vocabulary,
2. 4.
Learning vocabulary in both written text Indirect learning of vocabulary, for example,
and oral speech using vocabulary words in numerous different
contexts
Strategies for Differentiation (SS2)

1. Tired instruction 3. Flexible grouping

2. Anchoring activities 4.
Compact 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 Four corners jigsaw

Graphic Organizers
Venn Diagram Fishbone Graphic Organizer

Advanced Organizers
KWL chart Venn diagram

Similarities / Differences
Rank em Tchart

Summarizing & Notetaking

321 summary graffiti

Cues & Questions

1 minute paper IQ slap down game

Blooms Verbs (SS8 and SS9)

Create Design assemble construct conjecture develop

APPS: Storytelling video editing presenting designing podcasting

Evaluate Appraise argue defend

judge select

APPS: Moderating conferencing networking posting collaborating

Test question contrast examine relate

Analyze
Outlining structuring
APPS:
Sketch execute solve use operate
Apply
Interviewing editing
APPS:
Select explain translate locate discuss
Comprehension
Organizing blogging
APPS:
Define list repeat state memorize
Remember
Recalling listing
APPS:
Four Questions to redirect behavior (CBM5)

1. What are you supposed to be doing?

2.
Are you on task?

3.
What should you be doing?

4.
Are you going to continue displaying this behavior?

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
Example
Reduce the number of
social studies terms a
learner must learn at any
Input
Definition
Adapt the way instruction is
delivered to the learner.
Example
Use different visual aids,
enlarge text, plan more
concrete examples, provide
Time
Definition
Adapt the time allotted and
allowed for learning, task
completion, or testing.
Example
Individualize a timeline for
completing a task; pace learning
differently (increase or decrease)
Difficulty
Definition
Adapt the skill level, problem
type, or the rules on how the
learner may approach the work.
Example
Allow the use of a calculator to
figure math problems, simplify
task directions, or change rules
Level of Support
Definition
Increase the amount of personal
assistance to keep the student on
task, to reinforce or prompt the
Example
Assign peer buddies, teaching
assistants, peer tutors, or cross-
age tutors. Specify how to
Output
Definition
Adapt how the student can
respond to instruction.
Example
Instead of answering questions in
writing, allow a verbal response.
Use a communication book for

Participation Notes:
Definition
Adapt the extent to which a
learner is actively involved
Example
In geography, have a
student hold the globe,
while others point out
locations. Ask the student to
Suggestions for working with Students in Poverty (E12)

1.  Provide access to computers, magazines, 4. Take time to explain the rationale for rules
newspapers, and books so low-income students and procedures in your classroom.
2. Keep your expectations for poor students high 5.  Keep your requirements as simple as you
can for all students.
3. 6.
Do not require costly activities.  Arrange a bank of shared supplies for your
students to borrow

Reading Strategies to Strengthen Literacy Skills (R8)

Strategy name When / how to use it Define it

1. Elkonin Boxes During Reading/ Individually or with Visual learning activity to

small group help student pronounce
words. Draw "boxes" or
2.
Paragraph Hamburger After reading/ whole class setting Visual learning activity to
break down a paragraph into
3.
Concept Sort Before Reading/ small group Sorting activity to discuss
why objects are groups in a

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 organizer, outlines, highlighted text
2. Build background
Personal dictionaries, Content Word Wall, Concept Definition Map
3. Make verbal communication understandable
Hands on activities, Powerpoint presentation, Verbal Scaffolding

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

Create a poem, Graffiti write, Mnemonics
5. Opportunities for interaction
Jigsaw, Four Corners, Roundtable

6. Practice and application

Bingo, Discussion circles, writing test questions

7. Lesson delivery
Objectives stated orally and written, relate to ESL standards, evaluate content objectives

8. Review and assess

Paraphrasing, systematic study, word study books