GO TOs

Core Values (TIU3)

Acceptance Trustworthiness

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

Style Visual Style Auditory Style Kinesthetic

Create easily memorable

: ex.
Well organized and brightly
color coated powerpoints
ex.
Handout packets or physical
: ex. mnemonic devices : ex. Hands on projects
ex. Call and answer response. I say ex.
something and have the class Learning stations
repeat it

Activate the Brain – The R’s (TIU7)

1. RELATIONSHIPS 4. retrieve 7. retaining

2. 5. 8.
rigor routing rehearsing
3. 6. 9.
relevance Re-exposing reorganizing

Teach the Vocabulary (SS1)

1. Frayer Models 3. Word games

2. 4.
Word Walls Wheel of Fortune

Strategies for Differentiation (SS2)

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

 1. Tiered instruction 3. Flexible grouping

2. Anchoring Activities 4. Compacting curriculum

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

Cooperative Grouping
Example 1
Think-Pair-Share: Teacher poses a question.
Students think about the answer then pair up
with a neighbor and share with the class
Example 2
Four Corners: Students move to their favorite
corner, teacher poses a question, and the students
then talk about it with each other before sharing
with the class

Graphic Organizers
Anchor Charts Fishbone Graphic Organizer

Advanced Organizers
Analogy Venn diagram

Similarities / Differences
T-Chart Venn Diagrams

Summarizing &
Notetaking 3-2-1 summary: 3 big ideas, 2 examples, 1 Note graphic sheet. Everyone’s notes look
conclusion the same and just fill in.
Cues & Questions “Remember this name; it may be important” “what do you already know about ____?”

Blooms Verbs (SS8 and SS9)

Create Assess, Defend, rate, predict, recommend. “Assess what you already know about this topic.” “Defend
your opinion on ____.” “Rate the books from least favorite to favorite.” “Predict what will happen in the
APPS: next part.” “if you were in the story what would you recommend to one of the characters?”

Evaluate Design, hypothesize, develop, collect, plan. “Design your own.” “Hypothesize what you think will
happen.” “Develop a story about…” “Collect data on…” “make sure you remain quiet while you plan
what you are going to write.”
APPS:

Analyze Compare, Contrast, relate, write, separate. “Compare and contrast the two stories.” “Try to
relate a conflict in your life with the conflict in the story.” “Write down 5 words to help you
memorize this new concept.” “Separate the numbers into categories.”

APPS:
Demonstrate, choose, practice, sketch, solve. “Demonstrate how to properly wash your
Apply hands.” “Choose the best word that goes in the blank.” “Practice walking quietly and single
file.” “Sketch a picture of a clock.” “Solve this math problem and review with your partner.”

APPS:

Understand Explain, summarize, express, review, discuss. “Explain why this happened.” “Summarize
the plot.” “Express how this made you feel.” “Review the vocabulary list.” “Discuss with a
neighbor…”

 APPS:

Remember Tell, list, match, memorize, identify. “Tell me what you already know about this.”
“List three things you remember from the story.” “Match the definitions to the word.”
“Memorize these key words.” “Identify the main character in this story.”

APPS:

 Four Questions to redirect behavior (CBM5)

1.
Excuse me, what are you doing?

2.
What are you supposed to be doing?

3.
Are you doing it?

4.
What are you going to do to be successful?

Modifications and Accommodations (E6)

Quantity 
Time 
Level of Support 

Adapt the number of items that the Adapt the time allotted and allowed for learning, Increase the amount of personal assistance to
learner is expected to learn or the number task completion, or testing.
keep the student on task, to reinforce or prompt
of activities students will complete prior to the use of speci c skills. Enhance adult-student
assessment for mastery.
For example:
relationships; use physical space and
environmental structure.

For example:
Individualize a timeline for completing a task;
pace learning di erently (increase or decrease) For example:Assign peer buddies, teaching
Reduce the number of social studies for some learners.
assistants, peer tutors, or cross-age tutors.
terms a learner must learn at any one Specify how to interact with the student or how
time. Add more practice activities or to structure the environment.

worksheets.

Input 
Di culty 
Output 

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

For example:
For example:
For example:

Use di erent visual aids, enlarge text, plan
more concrete examples, provide hands-
on activities, place students in
some students, or allow students to show
cooperative groups, pre-teach key
Allow the use of a calculator to gure math Instead of answering questions in writing, allow a
problems, simplify task directions, or change verbal response. Use a communication book for
rules to accommodate learner needs.
knowledge with hands-on materials.

concepts or terms before the lesson.

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

For example:

In geography, have a student hold the

globe, while others point out locations.

Ask the student to lead a group. Have the
student turn the pages while sitting on
your lap (kindergarten).

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Suggestions for working with Students in Poverty (E12)

1. Provide access to computers, magazines, newspapers, and books so low-income students can see 4. Students who live in poverty may not always know the correct behaviors for school
situations. At home, they may function under a different set of social rules. Take time to
and work with printed materials. School may be the only place where they are exposed to print
explain the rationale for rules and procedures in the classroom.

2. Keep your expectations for poor students high. Poverty does not 5. Be careful about the school supplies you expect students to purchase. Keep
mean ignorance. your requirements as simple as you can for all students.

3. 6.
Don’t make comments about your students’ clothes or belongings unless Do not require costly activities. For example, if you require students
they are in violation of the dress code. to pay for a field trip, some of them won’t be able to go.

Reading Strategies to Strengthen Literacy Skills (R8)

Strategy name When / how to use it Define it

1. Before during after. Individually, small

Alphabet Matching Match upper case to lower case, match letter to sound,
groups, whole class

2.
Reader’s Theater During, small groups Promotes fluency through students reading orally their lines
or parts of the story or script.

3. Graphic organizer for students to organize their ideas into a

Paragraph Hamburger Before, during, after. Individually, small groups, whole class. cohesive paragraph.

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, Marginal notes, Jigsaw reading
2. Build background
Personal dictionaries, content word wall, word sorts
3. Make verbal communication understandable
Think aloud, model, multimedia like PowerPoints
4. Learning strategies (this one should be easy!)
I wonder wall, question cube, word splash
5. Opportunities for interaction
Groupings, four corners, wait time
6. Practice and application
Hands on practice, manipulative, working w partners
7. Lesson delivery
Objectives stated and posted, students engagement, pacing
8. Review and assess
Paraphrasing, assessment, evaluation