GO TOs

Core Values (TIU3)

Kindness Consistancy

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

Style: Visual * Style: Auditory Style: Kinesthetic

Hands on
ex. ex. ex.
Taking notes Verbal Lessons
Hard time sitting still
ex. ex. ex.
Watching speaker Enjoys Music and discussion

Activate the Brain – The R’s (TIU7)

1. Relationships 4. Retrieve 7. Retaining

2. Rigor 5. Routing 8.
Rehearsing

3. 6. 9.
Relevance Re-exposing Reorganizing

Teach the Vocabulary (SS1)

1. Frayer Model 3. Word Walls

2. 4.
Word Games: Game: Password Direct Instruction
Gaem: Wheel of Fortune

Strategies for Differentiation (SS2)

1. Individualized Instruction 3. Student Reflections

2. Flexible Grouping 4.
Formative Assessment
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 Round Table for Literature Discussion Jig Saw: Home Groups and Expert
Groups.

Graphic Organizers
Combine word wall with a visual Anchor Charts
representation.

Advanced Organizers
A Venn Diagram Outline with specific details. EG Essay
with intro, main ideas, and conclusion.
Similarities / Differences
Lists Anchor Chart List of Similarities and
differences.
Summarizing & Notetaking
Notetaking 3-2-1 Summary

Cues & Questions

One Question, One Comment, Last Word One-minute paper

Blooms Verbs (SS8 and SS9)

Create Hypothesize, Justify, Compare, Contrast, Describe

APPS: YouTube, Canva

Evaluate Critique, Justify, Compare, Contrast, Describe

APPS: Hangout Chats, Groups

Analyze, Compare, Contrast, Predict, Apply

Analyze
Google Photos, Outlining
APPS:
Interpret, Predict, Relate, Illustrate, Dramatize
Apply
Google Earth, Zoom
APPS:
Explain, Summarize, Infer, Describe, Predict
Comprehension
Google Docs, Google Scholar
APPS:
Describe, Recall, Identify, Relate, Define
Remember

APPS: Google Search, Bookmarks

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 that
the learner is expected to learn
or complete prior to assessment.
Example
Reduce number of terms a learner
must learn at any one time. Add
more activities or worksheets
Time Level of Support
Definition Definition
Adapt the time allotted and allowed Increase the amount of personal assistance to
for learning, task completions, or keep this student on task,to reinforce or prompt
the use of specific skills. Enhance adult-student
testing. relationships; use physical space/ environ.
Structure.
Example Example
Individualize a timeline for completing a Assign peer buddies, teaching
task; pace learning differently (+,-) for assistants, tutors. Specify how to
some learners. interact or how to structure environme.

Input Difficulty Output

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

Example Example Example

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

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

Example
In geography, have a student hold the
globe, while others point out locations.
Ask students to lead a group. Have
students turn pages.
Suggestions for working with Students in Poverty (E12)

1. Keep expectations for poor students high. Poverty does 4. Be sensitive to the potential for embarrassment in all
not mean ignorance. situations.

2. Take time to explain rationale for rules and procedures in 5. Make it clear that I value all people for their
the classroom. character and not for their possessions.

3. 6.
Arrange a bank of shared supplies for students to borrow. Be careful about the school supplies and requests for items which
cost money.

Reading Strategies to Strengthen Literacy Skills (R8)

Strategy name When / how to use it Define it

1. Summarizing After reading have students use key words Stating the most important ideas
to identify the main points from any text. within a text.

2.
RAFT Can be used individually, small group, or whole class How to respond in writing. Identify Role of
when any sort of writing is necessary. writer, Audience, Format and Topic.

3. Word Walls Whole class. Referenced frequently in lessons. Helps Collection of vocab words on the wall.
understand word grouping and cements definitions.

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 Organizers, Leveled Study Guides, Highlighted Text
2. Build background
Contextualizing Key Vocabulary, Content Word Wall, Concept Definition Map
3. Make verbal communication understandable
Appropriate Speech, Explanations of Academic Tasks, Variety of Communication Techniques

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

Mnemonics, Brainstorming, Anchor Charts
5. Opportunities for interaction
Integrated Small Groups, Encourage more Elaborate Responses, Increased Wait Time
6. Practice and application
Make Relevant, Integrate writing, reading, listening, Model correct English.
7. Lesson delivery
Stated Objectives Daily, Objectives Clearly Supported by Lesson Delivery, Monitor Pacing

8. Review and assess

Review Vocabulary Meaningfully, Review Key Concepts, Feedback orally, in writing, supported by facial expressions.