Jim Yates 08/24/202

GO TOs
Core Values (TIU3)

Caring
Creativity

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

Style: Visual Style: Auditory Style: Kinesthetic

ex. ex. ex.

Videos Taped lectures Touring a place being studied

ex. ex. ex.

Demonstrations Taped group discussions Acting out historical events

Activate the Brain – The R’s (TIU7)

1. 4. 7. Relationship
Retrieval
Re-Exposing

2. 5. 8. Routing
RigorRehearsing

3. 6. 9.
Relevance
Retaining
Recognize

Teach the Vocabulary (SS1)

1. Frayer Model 3. Word Games – Wheel of Fortune

Password –Chair backed up to white board

2. 4.
Word Walls Personal Dictionary

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

Strategies for Differentiation (SS2)
Individualized Instruction
 2. 4.
Strategies for Success (SS2-7) – Provide 2 examples of each

Example 1 Example 2

Cooperative Grouping Four Corners JigSaw

Graphic Organizers
Venn Diagram Concept Map

Advanced Organizers
Analogy Expository

Similarities / Differences
T-Chart Metaphor
`
Summarizing & Notetaking
Plot Diagram 3-2-1 Summary
Cues & Questions

Blooms Verbs (SS8 and SS9)

Create create, invent, plan, collect, explain Spark Video / Fotobabble

APPS:

Evaluate judge, choose

, describe, defend, support Web White Brd. / Twitter
APPS:

Analyze Compare, show, operate, discover, compare Thinglink We Video

APPS:

use, choose, practice, prepare, change Soundation / Spark Page

Apply

APPS:

Comprehension
Explain, identify, recognize, discuss, predict Feedly /Voice Thread

APPS:
name, describe, list, match, select Symbaloo / Popplet
Remember

APPS:
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.
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
number of activities student will
cc complete assessment for mastery.
Time Level of Support
Definition Definition
Adapt the time allotted and Increase amount of personal help to keep the
student on task or reinforce use of specific skills.
allowed for learning, task Enhance adult-student relationship; use physical
completion, or testing. space and environmental structure.

Example Example Example

Reduce number of 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.
Use different visual aids, enlarge text, plan
Example
more concrete examples, provide hands-on
activities, place students in cooperative
groups, pre-teach key concepts or terms
before the lesson.
Individualize timeline for completing task; pace
learning differently (increase or decrease) for
some learners.
Difficulty
Definition
Adapt the skill level, problem type, or
the rules on how the learner may
approach the work.
Example
Allow the use of a calculator to figure
math problems; simplify task
directions; change rules to
accommodate learner needs.
Assign peer buddies, teaching assistants, peer or
cross-age tutors. Specify how to interact with the
student or how to structure the environment
.enenvironment. environment.
Output
Definition
Adapt how the student can respond to
instruction.
Instead of answering questions in
Example
writing, allow a verbal response, use a
communication book for some students,
allow students to show knowledge with
hands on materials.

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

Example
In geography, have a student hold the
globe, while others point out
locations. Ask the student to lead a
group. Have K student turn the pages
while sitting on your lap.
Suggestions for working with Students in Poverty (E12)

1. Make access to computers / printed materials 4. Watch required supply expenses.

2. Keep high academic expectations 5. Create stockpile of “shared” supplies

3. 6.
No clothes/stuff comment if code not violated Explain rationale for rules/procedures
comment

Reading Strategies to Strengthen Literacy Skills (R8)

Strategy name When / how to use it Define it
Have students agree or disagree
1. with relevant statements before
Anticipation Guide Before reading; indiv’l/sm. group
Reading. Check later

2. Students predict facts / outcomes

Shared Reading Before/during/after reading; before and during read. Relate to stu-
Individuals /small groups /entire class dents’ expriiences

3. Intro = top bun; Internl, support’g

Paragraph Hamburger After reading; individual / small group /
entire class Material= filling; Conclus.=bottom
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

1. Prepare the lesson

Graphic organizers; Outlines; Highlighted text for ELLs
2. Build background
Contextualize key vocab.; Promote personal dictionaries; Concept definition map
3. Make verbal communication understandable
Use appropriate speech; Pre-teach key vocab.; Pre-teach instructions step-by-step
4. Learning strategies (this one should be easy!)
Mnemonics; GIST summary after each passage (10 key words); Q/A over material just read
5. Opportunities for interaction
Encourage complete responses ; Minimum of 2 groupings ea. Lesson; Permit L1 clarification
6. Practice and application
Model correct Eng. when Ells err; Read/write/list./speak in ea lesson; Sm. group discussion
7. Lesson delivery
Clear written objectives; Keep students actively engaged; Allocate time efficiently
8. Review and assess
Vocab.-analogize to known words; New word.-define immed.; Summar. review after each less.