Lataja Burt

08/28/22

GO TOs
Core Values (TIU3)

 Happiness  Consistency

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

Style: Visual Style: Auditory Style: Kinesthetic

ex. ex. ex.

Anchor charts lecturing Arts and crafts

ex. ex. ex.

Highlighting information Using mnemonic devices Shaving cream activities

Activate the Brain – The R’s (TIU7)

1. Relationship 4. Retrieval 7. Re-exposing

2. Rigor 5. Routing 8.
Rehearsing

3. 6. 9.
Relevance Retaining Recognizing

Teach the Vocabulary (SS1)

1. The Frayer Model 3. Word games

2. 4.
Word Wall Word Journal

Strategies for Differentiation (SS2)

1. Tiered instruction 3. Anchoring activities

Strategies for Success (SS2-7) Provide 2 examples of each

2. Flexible grouping
4.
Compacting curriculum
 Lataja Burt
08/28/22

Strategies for Success (SS2-7) – Provide 2 examples of each

Example 1 Example 2

Cooperative Grouping Four Corners Think-pair-share

Graphic Organizers
Venn Diagram Mind Map

Advanced Organizers
KWL Chart Venn diagram

Similarities / Differences
classifying compare

Summarizing & Notetaking

3-2-1 Summary Cornell notes

Cues & Questions

Cue: “start to think about this character Q: “what are some the motives behind
might feel” …?”

Blooms Verbs (SS8 and SS9)

Create Generate, plan, produce, build, direct, designing, animating

APPS: Canva, Animation Desk

Evaluate Critique, judge,

comment, rate, test, conferencing, collaborating

Google meet, Miro

Break down, calculate, model, subdivide, infer, outlining, structuring
Analyze
APPS: Simple mind / mind mapping, popplet

APPS:
Apply, choose, modify, discover, diagram, show, illustrating, editing
Apply
Sketchbook, google docs
APPS:
Explain, summarize, infer, paraphrase, discuss, annotating, explaining
Comprehension
Annotate, clips
APPS:
Arrange, describe, order, name, memorize, recalling, searching
Remember

Quizlet, google
 Lataja Burt
08/28/22

APPS:
 Lataja Burt
08/28/22

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
Change he number of items that Adapt the time allotted and allowed Increase the amount of personal
the learner is expected to learn for learning. assistance to keep the student on task

Example Example Example

Reduce the number of social Individualize a timeline for completing Assign peer buddies, teaching
studies terms a learner must learn a task assistants, etc and specify how to
at any on time. interact with the student.

Input Difficulty Output

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

Example Example Example

Use different visual aids, provide Allow the use of calculator to figure Instead of answering questions in
hands-on activities, place students math problems. writing allow a verbal response
in cooperative groups.
 Lataja Burt
08/28/22

Participation Notes:
Definition
Adapt the extent to which a
learner is actively involved in the
task,
Example
In geography, hae a student hold
the globe, while others point out
locations.
 Lataja Burt
08/28/22

Suggestions for working with Students in Poverty (E12)

1. Provide access to computers, magazines, newspapers, and 4. Take the time to explain the rationale for rules and
books so low-income students can work with printed procedures in your classroom
materials
2. Keep your expectations for poor students high 5. Keep your requirements as simple as you can for all
students

3. 6.
Don’t make comments about your student’s clothes Do not require costly activities

Reading Strategies to Strengthen Literacy Skills (R8)

Define it
Strategy name When / how to use it
Make alphabet cards that have
1. upper and lowercase letters and
Alphabet in my mouth Strategy for phonics have students name the letter and
the corresponding sound in song.

2. Stimulates students’ interest before

Anticipation guide Strategy for comprehension used before reading by activating prior
reading knowledge.

3. Supports peer assisted learning.

Paired reading Strategy for fluency during reading
Students can each other’s mistakes.

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, Outlines, highlighted texts
2. Build background
Personal dictionaries, content word wall, vocabulary through songs
3. Make verbal communication understandable
Appropriate speech, explanation of academic tasks, use of a variety of techniques

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

Mnemonics, brainstorming about content, GIST summarizing strategy
5. Opportunities for interaction
Fostering student – student interaction, intentional grouping, encouraging more elaborate responses.
6. Practice and application
Modeling correct English, discussing and doing, new information needs to apply in a relevant way
7. Lesson delivery
Content objectives, language objectives, both objectives should be stated orally

8. Review and assess

Review of key content and concepts, review of key vocabulary, word study books