GO TOs

Core Values (TIU3)

Compassion Responsibility

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

Style: Visual * Style: Auditory Style: Kinesthetic

Use flashcards to introduce Use physical exercises

ex. new vocabulary, practice, ex. Listen to Audiobooks. ex.
and provide hands-on
review, and test their experiences.
ex.
knowledge. ex. Get students to pair up ex.
and explain concepts to Role-playing.
Use Graphic Organizers to each. other.
teach visual learners.

Activate the Brain – The R’s (TIU7)

1. 4. 7. Relationships
Retrieval
Re-exposing

2. 5. 8.
Routing
Rigor
Rehearsing
3. 6. 9.
Relevance
Retaining
Recognizing

Teach the Vocabulary (SS1)

1. 3. Word
Frayer
Games
Model

2. 4.
Word
Word Walls
Journals

Strategies for Differentiation (SS2)

1. Flexible Grouping 3. Student Reflection

2. 4.
Individualized Instruction Tiered Instruction
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 Think-Pair ShareLearning

Project Based

Graphic Organizers
KWL
VennChart
Diagram

Advanced Organizers
Analogy
Expository

Similarities / Differences
Compare and Contrast
Classifying
Summarizing & Notetaking
3-2-1 Summary
Plot Diagram

Cues & Questions

Visual
QARCues
Questions

Blooms Verbs (SS8 and SS9)

Create Design, invent, construct, produce, generate

APPS:

Evaluate Critique, judge,

compare, recommend, test
APPS:

Analyze Calculate, infer, subdivide, examine, dissect

APPS:

Apply Organize, use, illustrate, act, diagram

APPS:

Comprehension Explain, summarize, discuss, paraphrase, describe

APPS:
Memorize, name, list, order, arrange
Remember

APPS: Remembering—Listing & Recalling; Understanding—Explaining &Annotating; Applying—

Editing & Illustrating; Analyzing—Outlining & Structuring; Evaluating—Critiquing & Collaborating;
Creating—Storytelling &Presenting
 Four Questions to redirect behavior (CBM5)

1. What are you supposed to be doing?

2.
Were you doing that?

3.
What are you going to do about it?
4.
And what is going to happen if you break the rules again?

Modifications and Accommodations (E6)

Quantity
Definition
Adapt the number of items that the learner
is expected to learn or the number of
activities student will complete prior to
assessment for mastery.
Example
Student will create words on the ShowMe
whiteboard app using two of the Greek or
Latin root words instead of four.
Time Level of Support
Definition
Definition
Increase the amount of personal assistance to keep
Adapt the time allotted and allowed the student on task or to reinforce or prompt the use
for learning, task completion, or of specific skills. Enhance adult-student relationship;
testing. use physical space and environmental structure.
Example
Example
I will assign a peer to help the student
I will give student another day to and I will give him extra support.
complete the iMovie trailer.

Input Difficulty Output

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

Example Example Example

The student will work in a small group Student may be provided with the Students may be given more common
during guided practice and with a peer words and required to determine prefixes and/or suffixes (i.e.- Student
during independent practice. definitions. would be given the prefix "un-" rather than
"ir-") to decipher meaning.

Participation Notes:
Definition
Adapt the extent to which a learner
is actively involved in the task.
Example
Student will lead the class game
with my assistance.
Suggestions for working with Students in Poverty (E12)

1. Keep my expectations for poor students high. 4. Do not require costly activities.

2. Provide real-world experiences (field trips).
3.
Have a bank of shared supplies for students to
borrow when they are out of materials for class.
5. Value all students for their character and not
for their possessions.
6.
Listen to disadvantaged students and
maintain a strong relationship with them.

Reading Strategies to Strengthen Literacy Skills (R8)

Strategy name When / how to use it Define it
2 students work together to read an
1.
Partner Reading During reading with small group. assigned text; they take turns reading
and provide each other with feedback
During reading and it can be used as a way to monitor comprehension.
2. individually, with small groups, and
Choral Reading Choral reading is reading aloud in
whole class setting.
unison with a whole class or group of
3. students.
Possible Sentences Before reading and it can be used
individually, with small group, and Students are given a short list of vocabulary
whole class. words from their reading. They create, based
on their prediction of what the reading will be
about, a meaningful sentence for each
Making content comprehensible for ELL students (R9) vocabulary word or concept.
Write at least 3 strategies / techniques that you could easily implement in your classroom for your content

1. Prepare the lesson

Use T-Charts, Highlight text for newcomers, Adapted Text
2. Build background
Vocabulary self-selection, Content Word Wall, Personal Dictionaries
3. Make verbal communication understandable
Use Appropriate Speech, Step-by-Step Manner, Paraphrasing
4. Learning strategies (this one should be easy!)
Mnemonics, “I wonder…,” GIST Summarizing Strategy
5. Opportunities for interaction
Grouping, Jigsaw, Wait Time
6. Practice and application
Discussing and Doing, Hands-on Materials, Social Interaction
7. Lesson delivery
State/Write Objective, Engage Students, Clear Expectations
8. Review and assess
Provide Feedback, Word Study Books, School Talk Sessions