Barrett Compton 5/20/21

GO TOs
Core Values (TIU3)

Excellence Dependability

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

Style: Visual Style: Auditory Style: Kinesthetic

ex. ex. ex.

Interpretive Videos Clear Instructional Lectures Science Lab, hands on

ex. ex. ex.

Graphs / Charts / Diagrams Text to Speech Instructional Manipulatives / Assembly
Formats Models

Activate the Brain – The R’s (TIU7)

1. Relationships 4. Retrieval 7. Re-exposing

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

Teach the Vocabulary (SS1)

1. Frayer Models 3. Word Games

2. 4.
Word Walls Password, or “Word charade”

Strategies for Differentiation (SS2)

1. Tiered Instruction 3. Flexible Grouping

2. 4.
Strategies for Success
Anchoring Activities (SS2-7) Provide 2 examples of each
Compact Curriculum
 Barrett Compton 5/20/21
Strategies for Success (SS2-7) – Provide 2 examples of each

Four Corners Jig Saw

Venn Diagram, Mind map Charts , Fishbone map

Analogies / Expository Charts K-W-L Charts

Marzano Instructional Strategies T-Charts

3-2-1 Summary; Plot Diagram Cornell notes

1-Minute Paper 1 Question – 1Comment – Last Word

Blooms Verbs (SS8 and SS9)

Create Generate, Conclude, Produce, Defend, Justify ➔ PADAGOGY WHEEL

APPS: PRESENTING APP & ANIMATING APP ➔ https://www.schrockguide.net/bloomin-apps.html

Evaluate Critique, Categorize, Collaborate, Combine, Contrast

COLLABORATING APP & CRITIQUING APP

APPS:

Diagram, Differentiate, Illustrate, Infer, correlate

Analyze
STRUCTURING APP & MASHING APP
APPS:
Collect, Predict, Report, Solve, Chart
Apply
SIMULATING APP & DEMONSTRATING APP
APPS:
(Understand): Classify, Estimate, Explain, Paraphrase, Summarize
Comprehension
ORGANIZING APP & ANNOTATING APP
APPS:
Define, Describe, List, Identify, Match
Remember
RECALLING APP & MIND MAPPING APP
APPS:
 Barrett Compton 5/20/21

Four Questions to redirect behavior (CBM5)

1. I HAVE SEARCHED THROUGH CBM5 SEVERAL TIMES AND DO NOT FIND THE REFERENCED
QUESTIONS

2.
ARE THESE POSED IN CKH SEMINAR? HAVEN’T TAKEN THE SEMINAR YET

3.
WHERE ELSE TO I LOOK IF THEY’RE IN THE CBM5 MODULE?

4.
I DON’T BELIEVE I HEARD THESE SPECIFIC TYPE QUESTIONS IN Mr. HESTER’S VIDEO ?

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
Decrease number of vocabulary
terms
Time
Definition
Adapt the time allotted and
allowed for learning, task
completion, or testing.
Example
Additional time on all assignments and
instructional questions
Level of Support
Increase the amount of personal
Definition
assistance to keep the student on task,
to reinforce or prompt the use of
specific skills. Enhance adult-student
relationships; use physical space and
environmental structure.
Example
Request paraprofessional assistance
with focus and time on task. Focus on
relationship with the student

Input Difficulty Output

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

Example Example Example

Change AVKT to more Instead of writing a 500 word essay Switch to oral responses or touch
suitable deliver for student’s on a given topic, reduce the screens to provide/indicate answers
best mode(s) of learning requirement to 2-3 short paragraphs

Participation Notes:
Adapt the extent to which
Definition
a learner is actively
involved in the task.
Example
Ask student to read lead a small
group or read a passage aloud if
appropriate

Suggestions for working with Students in Poverty (E12)
Provide access to computers, internet, books, magazines,
so low-income students can see & work with printed matl.
Keep expectations for low-income students high. Poverty
does not mean low intelligence or ignorance.
Do not comment on students’ clothing or belongings
unless they are in violation of dress codes.
Reading Strategies to Strengthen Literacy Skills (R8)
Before, During, After
Visual Imagery
Individually, Small groups,
Whole class setting
Paired or Partner Reading With small groups
Concept of Word Before, During, After. Individually,
Games Small groups, Whole class setting
Barrett Compton 5/20/21
Be careful about school supplies you ask students to
buy. Keep them to a minimum as much as possible.
Arrange bank of supplies for students to borrow
when they’re temporarily out of their own materials
Do not require costly activities such as Field Trips
where students have “pay their own way”.
Conjuring mental images that visualize the reading
content based on descriptive working and the readers
base of knowledge and experience.
Paired reading is a fluency strategy used with readers
who lack fluency. Students read aloud to each other.
When using partners, more fluent readers can be
paired with less fluent readers, or children who read
at the same level can be paired to reread a story they
have already read.
Concept of word refers to the ability of a reader to
match spoken words to written words while
reading. Students with a concept of word
understand that each word is separate, and that
words are separated by a space within each
sentence. Using strategies to build concept of
word in the classroom can also strengthen a
child's developing awareness of the individual
sounds within words.
 Barrett Compton 5/20/21

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, Hi-lighted Text
2. Build background
Concept Definition Map, Contextualizing Key Vocabulary, Personal Dictionaries
3. Make verbal communication understandable
Appropriate Speech, Scaffolding Techniques, Multi-media & other Technologies

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

Variety of Strategies like Mnemonics & ‘I Wonder”, Scaffolding, Questioning
5. Opportunities for interaction
“Tell Me More..”, Wait Time, Cooperative Learning (Writing Headlines)
6. Practice and application
Hands-On & Manipulatives, Application of Content and Language Knowledge, Integration of Language Skills
7. Lesson delivery
Content Objectives, Students Engaged, Pacing

8. Review and assess

Review of Key Concepts, Positive Feedback, Authentic Assessments,