GO TOs

Core Values (TIU3)

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

Style: Auditory Style: Visual *** Style: Kinesthetic

ex. ex. ex.

Choral read aloud Videos or animations Lab activity

ex. ex. ex.

Direct teach (sit & get) Google slideshow Vocab scavenger hunt

Activate the Brain – The R’s (TIU7)

1. Relationship 4. Retrieval 7. Re-Exposure

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

Teach the Vocabulary (SS1)

1. Repetitive exposure to words 3. Indirect learning of vocabulary, for example, using

vocabulary words in numerous different contexts

2. 4.
Learning vocabulary words before reading the text Learning vocabulary in both written text and oral
speech

Strategies for Differentiation (SS2)

1. Tiered Instruction 3. Flexible Grouping

2. 4.
Anchoring Activities Compacting Curriculum
Strategies for Success (SS2-7) Provide 2 examples of each
Strategies for Success (SS2-7) – Provide 2 examples of each

Think-Pair-Share Lab Group/Partners

Concept Maps Venn Diagrams

Expository Skimming

Opposite words and metaphors Comparing and Contrasting

Cornell Notes 3-2-1 quick summary

Repeating for Emphasis Questions on Exit Ticket

Blooms Verbs (SS8 and SS9)

Create This level of questioning involves judgment based on criteria. Creating uses verbs like generate,
conclude, produce, decide, defend, justify, and support. APPS – Anchor, WeVideo
APPS:

Evaluate Evaluate involves putting together elements to create a new concept. Evaluation uses verbs like
critique, categorize, collaborate, combine, contrast, formulate, integrate, reorganize, and revise.
APPS – Twitter, Weebly
APPS:

Analyze is the breakdown of information so that the individual parts and relationships are made
Analyze clear. Analyzation uses verbs like diagram, differentiate, illustrate, infer, prioritize, and
correlate. APPS – SimpleMind, Excel
APPS:
Apply refers to the use of abstractions and a transfer into a new situation. The application-
Apply level uses verbs like chart, collect, predict, produce, provide, report, solve, and use.
APPS – Koma, Sketchbook
APPS:
Comprehension shows the individual knows what has been taught and can use the material
Comprehension without necessarily relating it to other content. This level uses verbs like classify,
estimate, explain, paraphrase, and summarize. APPS – Tumblr, Feedly
APPS:
This questioning level involves the recall of fact and learning and uses verbs like
Remember define, describe, identify, label, list, match, name, and select.
APPS – OneNote, Mind Mapping
APPS:
Four Questions to redirect behavior (CBM5)
1. Excuse me, 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 way instruction is
delivered to the learner.
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,
concrete examples, provide hands-on
activities, place students in cooperative
groups, pre-teach key concepts or terms
before the lesson.
Participation
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.
Time Level of Support
Definition Definition
Increase the amount of personal assistance to
Adapt the time allotted and allowed keep the student on task, to reinforce or prompt
for learning, task completion, or the use of specific skills. Enhance adult-student
testing. relationships; use physical space and
environmental structure.
Example Example
Individualize a timeline for completing a Assign peer buddies, teaching assistants, peer
task; pace learning differently (increase or tutors, or cross-age tutors. Specify how to
interact with the student or how to structure the
decrease) for some learners. environment.
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 math Use a communication book for some
problems, simplify task directions, or students, or allow students to show
change rules to accommodate learner
knowledge with hands-on materials.
needs.
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
Provide 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 student is learning toileting skills with an aide.
Suggestions for working with Students in Poverty (E12)

Provide access to computers, magazines, newspapers, and books
so low-income students can see and work with printed materials.
School may be the only place where they are exposed to print
media.
Keep your expectations for poor students high. Poverty
does not mean ignorance.
Don’t make comments about your students’ clothes or belongings
unless they are in violation of the dress code.
Be careful about the school supplies you expect students to
purchase. Keep your requirements as simple as you can for
all students.
Arrange a bank of shared supplies for your students to
borrow when they are temporarily out of materials for
class.
Do not require costly activities.

Reading Strategies to Strengthen Literacy Skills (R8)

Think-Pair-Share Before reading (possibly after), allow Collaborative learning strategy where
students to think on own, then share with students work together to solve a
partner problem or answer a question

Choral Reading During reading, have students read words in Reading aloud in unison. Helps
bold out loud as a group build fluency and confidence.

Word Maps Can be used before, during and after as a visual Visual representation of vocab word
organizer of vocabulary. and related concepts.

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, marginal notes
2. Build background
Vocabulary self-selection, personal dictionaries, content word wall
3. Make verbal communication understandable
Appropriate Speech, explanation of academic tasks, varied techniques of instruction

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

Graffiti write, brainstorming, think aloud
5. Opportunities for interaction
Wait time, 4-corners, discussion
6. Practice and application
Modeling, hands on experiences, multiple opportunities to practice
7. Lesson delivery
Student Engagement, content objectives, language objectives

8. Review and assess

Paraphrasing, word study books, oral feedback