GO TOs

Core Values (TIU3)

happiness- If something doesn't make you happy then it shouldn't consume a lot of
your time. I try to remember this in just about everything that takes up my time. I’ve
learned that it’s important to take in to account other people’s happiness as well, but
when it comes down to it, I believe that if you’re not happy doing what it is you’re
doing, you’re not going to do it to the best of your ability. The happiness and passion
has to be there.
creativity- I completely believe in using your imagination and thinking outside of
the box; do the unexpected. Being creative in teaching is a must, as there are so
many different ways that students take in information. If they’re having fun and
are actually interested in what is going on in front of them they’re going to
actually remember it. I’ve been creating things all my life, songs, graphics, new
ideas, and I couldn’t imagine my life just living inside the lines.

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

Style: Visual * Style:

Auditory Kinesthetic
Style:
Allow the students to try the
Make sure to write down instructions Allow students to read aloud or to each procedure or activity themselves so
ex.
to refer back to for procedures or
ex. other for better comprehension. ex. they can learn from their mistakes and
directions.
successes for better understanding.

Demonstrate or model what I want Explain orally and individually in small Have fine motor skill activities that
ex. ex. groups. ex.
students to do, or use videos or allow students to build and use their
images to give them examples. hands instead of just a pencil.

Activate the Brain – The R’s (TIU7)

Retrieval Re-Exposing
1. Relationship 4. 7.

2. Rigor 5. Routing 8. Rehearsing

Relevance
3. 6. Retaining 9. Recognize

Teach the Vocabulary (SS1)

Improves reading comprehension. Communicating Ideas

1. Word Walls 3. Word Games

Important to language development. Expressing yourself in writing.

2. Wheel of Fortune 4. Personal Dictionary

Strategies for Differentiation (SS2)

Flexible Grouping Teired Instruction
1. 3.

2. Respectful Taks 4. Student Choice

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

Example 1 Example 2

Cooperative Grouping four corners small groups

Graphic Organizers anchor chart venn diagram

Advanced Organizers venn diagram

Similarities / Differences compare/contrast venn diagram t chart

5 fingers, in 5 words or less, in 3-2-1 summary

Summarizing & Notetaking less than 5 minutes.

Cues & Questions

Blooms Verbs (SS8-SS9)

Create

APPS: Canva, Google Slides

Evaluate

APPS: Twitter, Google Forms

Analyze

APPS: Mind Map, Google Sheets

Apply

APPS: Illustrating, Google Drive

Comprehension

APPS: Airtable, Google Docs

Remember

APPS: Listing, Bookmarks

Four Questions to redirect behavior (CBM6)

1. What are you doing?

2. What are you supposed to be doing?

3. Were you doing it?

4. What are you going to do about it?

Modifications and Accommodations (E6)

Quantity
Definition
Adapt the # of items that
the learner is expected to
learn or the # of activities
Example
Instead of an entire wrksht
w/ analog clocks give half
the amount.
Time
Definition
Adapt the time allotted and
allowed for learning, task
completion, or testing.
Example
Level of Support
Definition
Increase the amount of
personal assistance to keep
the student on task
Example

Input Difficulty Output

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

Participation Notes:
Definition
Adapt the extent to which a
learner is actively involved
Example
Suggestions for working with Students in Poverty (E12)
Keep your expectations for poor students Make it clear you value all your students
1. high. Poverty does not mean ignorance. 4. for their character, not thier possessions.

Listen to your disadvantaged students. They Do not require costly activites.

2. 5.
need a strong relationship to succeed.

3. Work to boost their self-esteem by praising 6. Arrange a bank of shared supplies for
their school work instead of what they own. your students to borrow when needed.

Reading Strategies to Strengthen Literacy Skills (R8)

Strategy name When / how to use it Define it

1. Choral reading read aloud and model, use reading aloud in unison with
fingers to follow along a whole class or group

Partner Reading allows for teacher monitoring
2.
and student feedback
define the words and pair
3. Possible Sentences related words together
two students work together
to read an assigned text
activates students' prior
knowledge about content

Making content comprehensible for ELL students (R9)

Write at least 3 strategies / techniques that you could easily implement in your classroom for your content
graphic organizers, outline, supplementary sources
1. Prepare the lesson

2. Build background content word wall, concept definition map,

vocabulary self-selection
3. Make verbal communication understandable explanation of academic tasks, sentence strips,
think-alouds
4. Learning strategies (this one should be easy!) “I wonder”, illustrate, create a poem, chant, song, or
play
5. Opportunities for interaction fostering student-student interaction, four corners,
wait time
6. Practice and application
hands on materials/manipulatives, opportunities for
social interaction, practice
7. Lesson delivery state orally and written, minimize boredom, pacing

8. Review and assess paraphrasing, feedback, informal assessment