Core Values (TIU3)

Dependability Understanding

GO TOs

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

Visual
Auditory
*Kinsethetic -taking notes, acting out things

Activate the Brain – The R’s (TIU7)

Teach the Vocabulary (SS1)

1. Repetitive exposure to words
2. Learning vocab words before reading text
3. Use in various contexts
4. Learning in both written text and oral speech

Strategies for Differentiation (SS2)

1. Formative assessment
2. Tiered instruction
3. Student choice
4. Anchor activities

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

Cooperative Groups
1. Think-pair-share
2. Four corners

Graphic organizers
1. Anchor Chart
2. Venn diagram

Advanced Organizers
1. KWL chart
2. Connect 4 cooperative game

Similarities/differences
1. Comparing (how thinks are alike and different)
2. Classifying groups

Summarizing
1. 3-2-1 Summary
2. Graffitti

Notetaking
1. Cornell Notes
 2. Plot diagrams

Blooms Verbs (SS8 and SS9)

Blooms Taxonomy Verbs

1. remember: describe, define
2. comprehension: summarize, give examples
3. application: demonstrate, apply
4. analyze: categorize, interpret
5. synthesis: create, develop
6. evaluate: assess, explain
APPS: evaluate: video editor; flip a clip

APPS: synthesis: google meet; facebook

APPS: analyze: outliner; padlet

APPS: application: google docs; sketchbook

APPS: comprehension: annotating; voice thread

APPS: remember: google search; listing

Four Questions to redirect behavior (CBM5)

Modifications and Accommodations (E6)

Quantity Tim Level of Support
e
Definition; adapt the Definition Increase the amount of
number of items the Definition: adapt time allotted and personal assistance to keep the
students will need to allowed for learning and task student on task, to reinforce or
know or the number completion prompt the use of specific skills.
of activities Enhance adult-student
relationships; use physical space
and environmental structure.

Example: for my lesson plan, allow

Example: for my extra time to answer the 2 questions
lesson plan, instead and extra time for any other questions
of answering 5 the student has Example: assign peer buddies to
questions, the work directly with student or have
students can answer teacher working with student
2

Input Difficulty Outpu

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

Example: preteach Example: allow verbal responses

key terms, englarge Example: for my lesson plan, make instead of written or allow use of
the maps, and provide questions simpler hands on materials
more examples

Participatio Notes:
n
Definition: adapt the
way to which a
learner is involved

Example: using
visual aids or asking
student to lead a
group or turn pages

Suggestions for working with Students in Poverty (E12)

1. make sure to go over expectations in class

2. Keep extra school supplies
3. Keep expectations the same
4. Provide access to computers
5. Do not give projects that require costly items
6. Go over rules for class

Reading Strategies to Strengthen Literacy Skills (R8)

Phonics - Alphabet strategies; before, during, and after reading; can match
upper and lower case letters by matching adult animals to their babies with
matching letters on each card

Comprehension – anticipation guide; before reading; make statements

about text with a true or false box; ask students if they agree or disagree and
discuss each section as you get to that part in the book and see if they were
right

Fluency- choral reading; during reading; provide each student with a copy
of the text; read and model the fluent reading; reread as a group

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. Word wall – has key words that are used frequently; can change them as needed; children can
put illustrations or definitions
2. Using variety of techniques – graphic organizers; preteaching key words; multiple exposures to
new terms;
3. Interactions; talking with other students for oral language practice; encourage more elaborate
responses