Marisa Robles 1/3/23

GO TOs
Core Values (TIU3)

Kindness Optimism

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

Style: Visual ** Style: Auditory Style: Kinesthetic

ex. Beginning sounds with ex. ex.

pictures to associate the Listening to a story being told Counting with blocks
sounds
ex. ex. ex.
Number sequencing with Spelling words out loud Movements while counting
pictures

Activate the Brain – The R’s (TIU7)

1. Rigor 4. Routing 7. Rehearsing

2. 5. Re-exposing
8.
Relevance Reorganizing
3. 6. 9.
Retrieve Retaining Relationships

Teach the Vocabulary (SS1)

1. 3.
Frayer Model Word Walls

2. 4.
Word Games Repetitive exposure to word-orally, written, different
contexts and examples (pictures)
 Strategies for Success (SS2-7) Provide 2 examples of each Marisa Robles 1/3/23

Strategies for Differentiation (SS2)

1. Student reflection 3. Respectful tasks

Ex: manipulatives, jigsaws
Ex: color-code their work, talk with peers

2. Anchor Activities 4. Student Choice: ex: choice boards, verbal choices

Ex: Problem of the day, completing art projects
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Strategies for Success (SS2-7) – Provide 2 examples of each.

Example 1 Example 2

Cooperative Grouping Four Corners JigSaw

Graphic Organizers
Anchor Charts Concept map

Advanced Organizers
Venn Diagram KWL chart

Similarities / Differences
Compare and contrast T-chart
Summarizing & Notetaking
Plot Diagram Cornell Notes
Cues & Questions
1 minute paper Investigating the question game

Blooms Verbs (SS8 and SS9)

Create Verbs: Generate, invent, plan, design, summarize
Apps: Canva and Adobe Spark
APPS:

Evaluate Verbs: Critique, judge, recommend, defend, justify,

Apps: Twitter and google meet
APPS:
Verbs: Infer, compare, apply, choose, discover
Analyze Apps: Google Sheets, Photos
APPS:
Verbs: Use, compute, solve, construct, practice
Apply
Apps: Google Drive, Google Earth
APPS:
Verbs: Explain, infer, summarize, classify, indicate
Comprehension
Apps: Google Docs, Google Keep
APPS:
Verbs: Recall, recognize, memorize, order, outline
Remember
Apps: Bookmarks, one note
APPS:
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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.

5. What are you going to do about it?

Modifications and Accommodations (E6)

Quantity Time Level of Support

Definition Definition Definition

Adapt the number of Adapt the time allotted and Increase the amount of personal assistance
to keep the student on task, to reinforce or
items that the learner is allowed for learning, task prompt the use of specific skills
expected to learn completion, or testing.
Example Example Example
Shorten the number of Allow more time for student to Have a co-teacher, teacher assistant or
problems on an exam assign a peer to work with student.
complete tasks

Input Difficulty Output

Definition Definition Definition
Adapt the way instruction Adapt the skill level, problem Adapt how the student can
is delivered to the type, or the rules on how the respond to instruction.
learner. learner may approach the work.
Example Example Example
Use more visual aids and allow Allowing the use of a “cheat sheet” Allow students to verbally answer some
extra use of manipulatives such as a place value chart questions or show answer with
manipulatives

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

Example
Have student draw/model
out problems for others to
answer
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Suggestions for working with Students in Poverty (E12)

Provide access to technology, magazines, and
1. books 4. Make time to go over procedures and rules

Keep expectation high

2. 5. Keep school supply lists low and affordable
for all
3. Don’t make comments about clothes or 6.
belongings Don’t require costly activities

Reading Strategies to Strengthen Literacy Skills (R8)

Strategy name When / how to use it Define it

1. It helps students develop

Alphabet Matching Individually, small group, whole their understanding of the
class alphabetic principle
2. Blending (putting sounds
Blending and Individually, small group, whole together) and segmenting
segmenting games class (pulling sounds apart)
3. Words that can be grouped
Rhyming Individually, small group, whole together by a common sound
class

Making content comprehensible for ELL students (R9)

Write at least 3 strategies / techniques that you could easily implement in your classroom for your content

Prepare the lesson Graphic Organizers, Outlines, Highlighted text

Build background Contextualizing key vocabulary, content word wall, visual vocabulary

Make verbal communication understandable Appropriate speech, step by step tasks, pre- teaching key words, sentence strips.

Learning strategies (this one should be easy!)

Questioning techniques, graphic organizers, guided practice,

Opportunities for interaction Encouraging elaborate responses, wait time, cooperative learning activities.

Practice and application

Discussing and doing, small group interaction, modeling correct English.
Lesson delivery

State objectives and write it on the board, time planned efficiently, pacing

Review and assess

Review key vocabulary, Review key concepts, provide feedback