AREAS WHERE I GROW: Greet students at the door.

GO TOs
Core Values (TIU3) AREAS WHERE I NEED TO GROW: Invest time before
Speak with appropriate tone a volume. and after school.

Practice self-reflection to for improvement.

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

Style: *Visual Style: Verbal Style: Physical/Kinesthtic

ex. ex. ex.

Graphic Organizer Listening to a lecture Learning through drama

ex. ex. ex.

Concept Map Reading/Writing. Establishing Play-based learning
a rhythn

Activate the Brain – The R’s (TIU7)

1. Relationship 4. Retrieval 7. Retaining

2. 5. 8.
Rigor Routing Rehearsing
3. 6. 9.
Relevance Re-exposing Recognize

Teach the Vocabulary (SS1)

1. demonstrator 3. facilitator

2. 4.
delegator conductor

Strategies for Differentiation (SS2)

Content i.e., Math vocabulary words to definitions,
1. reading passages of text and answering related
questions, and differentiating fact from opinion to
the story.
Strategies for Success (SS2-7) Provide 2 examples of each
Product i.e. read and write learners write a book report,
3. visual learners create a graphic organizer of the story,
auditory learners give an oral report, and kinesthetic
learners build a diorama illustrating the story.

Process i.e., provide textbooks for visual and word Learning environment i.e., break some students into
2. learners, allow auditory learners to listen to 4. reading groups to discuss the assignment, allow
Strategies for Success (SS2-7) – Provide 2 examples of each

Example 1 Example 2

Cooperative Grouping Optimal group size: 3-5 students: in Multiple abilities within the group
doable in pairs

Graphic Organizers
Chart Venn diagram, KWL charts

Advanced Organizers
Analogies and metaphors KWL charts

Similarities / Differences
Venn Diagram Venn Diagram

Summarizing & Notetaking

Helps students to determine important Writing down key elements
details
Cues & Questions
Higher-level questions/advanced Waiting briefly for a response has the
organizers effect of increasing the depth of student
answers
Blooms Verbs (SS8 and SS9)
Create Programming, filming, blogging, video, designing, constructing, mixing, publishing, podcasting

APPS: Slideshow creator, WeVideo, Adobe Spark Videp, Canva, Spotify for Podcasters, Animation Desk

Evaluate Checking, hypothesizing, critiquing, blog, commenting, reviewing, posting, moderating,

networking

APPS: Notion, Google Meet, X, Miro, Weebly by Square

Comparing, outlining, finding, mashing, linking, validating, reverse, cracking

Analyze
Wufoo, ThinkLlink, Google Sheets,
APPS:
Implementing, carrying out, using, executing, running, loading, playing, hacking
Apply
Zoom, Pixlr, Sketchbook, Google Docs (Sync, Edit, Share)
APPS:
Summarizing, Inferring, paraphrasing, classifying, advanced searches, subscribing
Comprehension
Airtable, Annotating, Tumblr, Adobe Express Graphic Design
APPS:
Identifying, listing, retrieving, naming, locating, finding, social networking
Remember
Quizlet, Wordle, Popplet, Bookmarks
APPS:
Four Questions to redirect behavior (CBM5)
1. Jayden, what are you doing?
2.
Jayden, what are you supposed to be doing?
3.
Were you doing that?
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 the number
of activities students will complete prior
to assessment for mastery.
Example
Reduce the number of social studies terms
a learner must learn at any one time. Add
more practice activities or worksheets.
Input
Definition
Adapt the way instruction is
delivered to the learner.
Example
Use different visual aids, enlarge
text, plan more concrete
examples, provide hands-on
activities, place students in
Participation
Definition
Adapt the extent to which a
learner is actively involved in the
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
Time Level of Support
Definition Definition
Adapt the time allotted and allowed Increase the amount of personal assistance to
for learning, task completion, or keep the student on task, to reinforce or prompt
the use of specific skills. Enhance adult-student
testing.
relationships; use physical space and
environmental structure.
Example Example
Individualize a timeline for completing Assign peer buddies, teaching
a task; pace learning differently assistants, peer tutors, or cross-age
(increase or decrease) for some tutors. Specify how to interact with the
Difficulty Output
Definition Definition
Adapt the skill level, problem type, or Adapt how the student can respond to
the rules on how the learner may instruction.
approach the work.
Example Example
Allow the use of a calculator to figure Instead of answering questions in
math problems, simplify task writing, allow a verbal response. Use a
directions, or change rules to communication book for some students,
accommodate learner needs. or allow students to show knowledge
Notes:
Alternate Goals
Adapt the goals or outcome expectations while using the same materials. When
routinely utilized, this is only for students with moderate to severe disabilities.
For example: In a social studies lesson, expect a student to be able to locate the colors
of the states on a map, while other students learn to locate each state and name the
capital.
Substitute Curriculum
Sometimes called a “functional curriculum” Provides different instruction and
materials to meet a learner’s individual goals. When routinely utilized, this is only for
students with moderate to severe disabilities. For example: During a language lesson, a
Suggestions for working with Students in Poverty (E12)

1. Take time to explain the rationale for rules and procedures 4. Do not require costly activities.
in your classroom.

2. Provide access to computers, magazines, newspapers, and 5. Keep my expectations for poor students high
books so low-income students can see and work
with .printed materials.
3. 6.
Don’t make comments about your students’ clothes or Arrange a bank of shared supplies for my students to
belongings, unless they are not in dress code. borrow

Reading Strategies to Strengthen Literacy Skills (R8)

Strategy name When / how to use it Define it

1. Alphabet Matching Uppercase to Uppercase Matching In this activity, students match

uppercase letters to other uppercase letters. This can be done using cards, puzzles, or other interactive materials.

2.
Concept Maps During/After Reading/ Model how to identify the major ideas or concepts presented in
a text selection as you read. Students practice writing skills by asking them to write on their concept maps.

3. Audi-Assisted Reading During Reading/ Choose a reading passage and audio recording of the reading that is
slightly above students’ independent reading levels. Audio-assisted reading is an individual or group reading activity
where students read along in their books as they hear a fluent reader read the book on an audio recording (such as an
audiotape, audiobook, tablet, or other mobile device)

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 Text, Marginal Notes
2. Build background
Contextualizing Key Vocabulary: Introduce and define, Demonstrate, Explanation, Vocabulary Self-selection, dictionaries
3. Make verbal communication understandable
Approach Speech: How said and What is said, Explain academic texts, using different techniques

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

Continuum Strategies, variety of strategies, questioning techniques
5. Opportunities for interaction
Encouraging more elaborate response, fostering student interaction, grouping configurations
6. Practice and application
Give time for students to practice, plan for hands on practice,
7. Lesson delivery
Should be stated orally, limit content objectives to one or two people, should be written on board for all to see

8. Review and assess

Paraphrasing, systematic study, word study book