GO TOs

Core Values (TIU3)

Creativity Vision

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. ex. ex.

Using charts and graphs. Learning from listening to Hands on experiments
teacher
ex. ex. ex.
Watching a youtube tutorial Learning from listening to Building/creating something
peers

Activate the Brain – The R’s (TIU7)

1. Rigor 4. Routing 7. Retaining

2. Relevance 5. Routing 8.
Rehearsing

3. 6. 9.
Retrieve Re-exposing Reorganizing

Teach the Vocabulary (SS1)

1. Word walls 3. Frayer Model

2. 4.
Word games Word map

Strategies for Differentiation (SS2)

1. Scaffolding 3. Tiered instruction

2. Anchoring
Strategies for Success 4.
activity (SS2-7) Provide 2 examples of each
Flexible grouping
Strategies for Success (SS2-7) – Provide 2 examples of each

Example 1 Example 2

Cooperative Grouping Think, Pair, Share Jigsaw

Graphic Organizers
Anchor chart Concept map

Advanced Organizers
Venn diagram KWL chart

Similarities / Differences
Compare/Contrast Classifying

Summarizing & Notetaking

3,2,1 summary Plot diagram

Cues & Questions

1 minute paper One question ,One comment, Last word

Blooms Verbs (SS8 and SS9)

Create Produce, Design
GarageBand, iMovie
APPS:

Evaluate Judge, Conclude

YouTube, WhatsApp
APPS:

Categorize, Classify
Analyze
DropBox, SimpleNote

APPS:
Implement, Execute
Apply Flashcard Design. MultiQuiz

APPS:
Demonstrate, Paraphrase
Comprehension GoogleDocs, iThoughts

APPS:
Summarize, Explain
Remember QuizCast, iAnnotate

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 the Adapt the time allowed for learning, Increase the amount of personal
learner is expected to learn. completion, or testing. assistance to keep student on task

Example Example Example

Reduce the number of Allow extra time to complete Assign teacher assistants, peer tutors
assignment problems assignment or test

Input Difficulty Output

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

Example Example Instead of answering questions in

Use different visual aids, enlarge
text, plus more concrete examples
Example
Allow the use of a calculator to figure writing, allow a verbal response. Use a
math problems, simplify task directions,
or change rules to accommodate
communication book for some students,
or allow students to show knowledge
learner needs.
with hands-on materials.

Participation Notes:
Definition Adapt the goals or outcome expectations while using the same materials. When
Adapt the extent to which a routinely utilized, this is only for students with moderate to severe disabilities.
learner
For is actively involved in the
example:
task. For example:
Example
In geography, have a student hold
In a social studies lesson, expect a student to be able to locate the colors of the states
the globe, while others point out
on a map, while other students learn to locate each state and name the capital.
locations. Ask the student to lead
a group.
Suggestions for working with Students in Poverty (E12)

1. Provide access to computers, magazines, newspapers, and 4. Students who live in poverty may not always know
books so low-income students can see and work with the correct behaviors for school situations. Take time
printed materials. to explain the rationale for rules and procedures in
2. 5. your classroom.
Keep your expectations for poor students high. Poverty
does not mean ignorance. Be careful about the school supplies you expect
students to purchase. Keep your requirements as
3. Don’t make comments about your students’ clothes or 6. simple as you can for all students
belongings unless they are in violation of the dress code.
Arrange a bank of shared supplies for your students
to borrow when they are temporarily out of materials
for class.
Reading Strategies to Strengthen Literacy Skills (R8)
Very young learners are
Strategy name When / how to use it Definetheir
developing it understanding of
the alphabetic principle — the
1. understanding that there are
Alphabet matching Before, during and after reading systematic and predictable
relationships between written
letters and spoken sounds.
2.
Concept map During reading A concept map is a visual
Individually, groups, or whole class. organizer that can enrich students'
understanding of a new concept.
3. Reading guide During reading
Individually ,groups or whole class Reading guides can assist with
developing students'
comprehension. They help students
navigate reading material,
especially difficult chapters or
Making content comprehensible for ELL students (R9) nonfiction reading.
Write at least 3 strategies / techniques that you could easily implement in your classroom for your content

1. Prepare the lesson

Graphic organizers, Highlighted text, Leveled study guides
2. Build background
Content word wall, Vocabulary Self-Reflection, Visual vocabulary
3. Make verbal communication understandable
Appropriate Speech, Explanation of Academic Tasks, Think Aloud

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

Mnemonics, Scaffolding, Question Cube
5. Opportunities for interaction
Encourage elaborate responses, Flexible Small groups, Clarify Key Concepts
6. Practice and application
Manipulatives, cooperative grouping, Integration of reading ,writing ,listening, speaking
7. Lesson delivery
Content objectives, Language objectives, Pacing

8. Review and assess

Provide feedback, Scaffolding, Assesment(informal/formal)