GO TO EsbaideWest 05/30/22

Core Values (TIU3)

Dependability Caring
 

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

Style: *Visual Style: *Kinesthetic Style: Auditory

ex. ex. ex.

Draw pictures of the subject Do role play like acting out a Recorded books
story
ex. ex. ex.
Show short videos of subject Hands on activities like cut Sing songs like ABC song
and paste

Activate the Brain – The R’s (TIU7)

1. Relationships 4. Retrieval 7. Re-exposing

2. Rigor 5. Routing 8.
Rehearsing

3. 6. 9.
Relevance Retaining Recognizing

Teach the Vocabulary (SS1)

1. Frayer Model 3. Word Games

2. 4.
Word Walls Password

Strategies for Differentiation (SS2)

1. Individualized Instruction 3. Tiered Instruction

2. Flexible Grouping 4.
Student Choice
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
Mind Maps Anchor charts

Advanced Organizers
Venn Diagram Know What to Know Learn Chart
(KWL)
Similarities / Differences
Analogy Classifying

Summarizing & Notetaking

3,2,1, Summary Graffiti

Cues & Questions

Blooms Verbs (SS8 and SS9)

Create Slideshot creator;Video Editing,
Canvas; designing
APPS: Anchor;podcasting

Evaluate Google meet; conferencing

Weebly by square; critiquing
APPS: Adobe Spark; posting

Microsoft Excel; Reworking

Analyze
Padlet; organizing, collect and share thoughts
Simple Mind; outlining, capture your ideas and notes
APPS:
IPEVO whiteboard; showcasing
Apply Sketchbook; Illustrating, draw, paint and sketch
iRing Recorder LE; Interviewing
APPS:
Adobe Express: Graphic Design; labeling
Comprehension Voice Thread; Explaining
HanDBase Database Manager; Organizing
APPS:
Google To Do List, Listing
Remember Google: Searching
Mind Meister; Mind Mapping
APPS: Quizlet; Recalling
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
Definition
Adapt the number of items the
learner is expected to learn, or
adapt the number of activities
student will complete
Example
Instead of counting until 10 the
student can count to 5 instead.
Time Level of Support
Definition
Definition
Adapt the time allotted and allowed
Increase the amount of personal
for learning, task completion, or
assistance to keep the student on task,
testing.
to reinforce or prompt the use of
specific skills
Example
Example
Allow an entire week for the student to
learn to count until 5 instead of 2 days Assign a teacher assistant to sit with
like the rest of his classmates. the student and practice counting one
on one.

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 the learner. the rules on how the learner may instruction
approach the work.

Example Example Example

Provide visual aids and hands-on Simplify task by putting the glue on the Allow students to show knowledge with
activities to practice counting objects the student needs to glue. That hands on materials or with verbal
until 5 and provide lots of way it is easy to do and less frustrating. responses.
practice.

Participation Notes:
Definition
Adapt the extent to which a learner is
actively involved in the task.

Example
For example, Have the student turn
the pages while sitting on your lap
(kindergarten).
 Suggestions for working with Students in Poverty (E12)

1. Keep expectations for poor students high. Poverty does 4. Take the time to explain the rationale from rules and
not mean ignorance. procedures in classroom. They may not know.

Don’t make comments about students’ clothes or

2. 5. Make it clear that you value all students for their
belongings unless they are in violation of the dress code. character and not for their possessions.

Keep school supplies requirements simple so all students Listen to them. They need a strong relationship with
3. can purchase them. 6. a trustworthy adult to succeed.

Reading Strategies to Strengthen Literacy Skills (R8)

Strategy name When / how to use it Define it

Exit slips are written student
Exit slips Use at the end of the lesson after reading
responses to questions or prompts
1. and it helps with comprehension. As a a teacher asks at the end of a class
question or prompt. or lesson. 

Fluency strategy used during reading with
Paired reading
readers who lack fluency. Students read
aloud to each other.
2
Possible Sentences Pre-reading. Provide a short list of
vocabulary words from the reading.
Students create, based on their prediction of
3 what the reading will be about, a meaningful
. sentence for each vocabulary word or
concept.
Pair students either by same
reading ability or by high level
readers with low level readers.
Vocabulary strategy that activates
students' prior knowledge about
content area vocabulary and
concepts
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

1.Graphic organizers. 2. Adapt text to short, simpler sentences. 3.Multimedia clips, film, songs, etc.
2. Build background
1. Word wall where words are displayed alphabetically. 2. Concept Definition Map. 3. Vocabulary through songs.
3. Make verbal communication understandable
1.Verbal scaffolding like think-aloud. 2. Use gestures when presenting lessons. 3. Present instruction in a step-by-step
manner with demonstrations.

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

1.Mnemonics-using acronyms to memorize terms or concepts. 2. GIST summarizing strategies-7
minutes. 3. Use a Thinking Cube to generate at least 6 higher order thinking questions about text. Ex.
How can you measure matter?

5. Opportunities for interaction

1.Foster student interactions by putting them in pairs, triads, or small groups. 2. Jigsaw reading task by chunking text into
manageable parts. 3. Wait time by giving students at least 20 seconds wait time to express their thoughts fully without
interruption.
6. Practice and application
1.Hands-on materials and/or manipulatives for practice 2. Solving problems in cooperative groups. 3.Engaging in
discussion circles. 4. Practice in any one area (listening, speaking, reading, writing) promotes development in the others.

7. Lesson delivery
1.Content objectives must be clearly supported by lesson delivery and make sure to state orally. 2.Language objective must
be clearly supported by lesson delivery by writing them on the board for all to see. 3.Promote student engagement by
having well planned lessons, clear explanation of academic tasks or instructions, appropriate amount of time spent on task,
strong classroom management, opportunities for students to apply learning in meaningful ways, active student involvement.

8. Review and assess

1.Review of Key vocabulary by repeating and reinforcing language patterns for words to become automatic. 2. Provie
feedback by clarifying and correcting misconceptions. 2. Informal assessment on the-spot, ongoing opportunities to
determine the extent of students learning.