GO TOs

Core Values (TIU3)

Humility Preparedness

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

Style: Auditory Style: Visual * Style: Kinesthetic

ex. ex. ex.

Oral presentation Virtual museum tours Historical reenactment

ex. ex. ex.

Popcorn reading Map exercises Classroom voting

Activate the Brain – The R’s (TIU7)

1. Rigor 4. Routing 7. Rehearsing

2. Relevance 5. Re-exposing 8.
Reorganizing

3. 6. 9.
Retrieve Retaining RELATIONSHIPS

Teach the Vocabulary (SS1)

1. 3.
Frayer Model Word Wall (e.g. World Map for word
origin)
2. 4.
Word games (e.g.W.o.F.; Pictionary) Word Journals

Strategies for Differentiation (SS2)

1. Student/peer mentoring 3. Scaffolding

2. 4.
Flexible Grouping Anchoring activities
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 Jigsaw grouping method Think-pair-share

Graphic Organizers
Concept map Fishbone graphic organizer

Advanced Organizers
Venn diagrams Know-want to know-learn chart

Similarities / Differences
T-Chart Venn diagrams

Summarizing & Notetaking

5 Finger Retelling Cornell Notes

Cues & Questions

Blooms Verbs (SS8 and SS9) 1 min Paper and One Question, One Comment, Last Word
Create Invent; develop; hypothesize; formulate; synthesize.

APPS: MovieMaker; Google Slides

Evaluate Revise; reorganize; categorize; formulate; collaborate.

APPS: Miro Online Whiteboard; Microsoft Excel

Correlate; infer; differentiate; assess; illustrate.

Analyze
Microsoft Excel; WuFoo by SurveyMonkey
APPS:
Report; solve; produce; chart; predict.
Apply
iRigRecorder; HelloTalk
APPS:
Translate; review; paraphrase; estimate; explain.
Comprehension
Airtable; Annotate
APPS:
Identify; label; define; describe; list.
Remember
.
APPS: Quizlet; Mind-mapping MindMisteir
Four Questions to redirect behavior (CBM5)

1. Do you have any questions?

2.
What is the classroom policy for this?

3.
Where should you/it be?

4.
What are you supposed to be doing?

Modifications and Accommodations (E6)

Quantity Time Level of Support
Definition Definition Definition
Changing number of items Change amount of time needed for a Increase assistance
needed to be completed lesson/assignment

Example Example Example

Give additional 5 minutes Increase tutoring and 1-on-1 time

Input Difficulty Output

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

Example Example Example

Explore new teaching Allow student to use calculator on Modify guidelines and projects.
methods/activities. math work.

Participation Notes:
Definition
Change task involvement of student.

Example
Less responsibilities in group
work.
Suggestions for working with Students in Poverty (E12)

1. Provide necessary material for visual 4. Maintain classroom set of required

presentation projects. materials such as novels and textbooks.

2. Assist in getting students public library cards. 5. Provide option for physical copy of
online homework and assignments.
3. 6.
Encourage technological use in classroom. Be mindful of students’ rior to start of school year and
keep cost of class materials to a minimum.

Reading Strategies to Strengthen Literacy Skills (R8)

Strategy name When / how to use it Define it

1. Word Wall/Map Before/during/after reading – omnipresent Collaboratively built unit

in classroom. vocabulary to aide comprehension

2.
Questioning Author During reading(comprehension). Helps understand authors point of
view and motivation for writing
3. Exit Slips After reading (comprehension) TLW answer question over reading to leave 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

Highlight texts; Marginal notes; Leveled study guides.
2. Build background
Contextualizing Key Vocab; Content Word Wall; Concept Definition Map.
3. Make verbal communication understandable
Use appropriate academic speech (i.e., no jargon/slang); Scaffold routinely; work to increasing independence.

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

Use graphic organizers; HOTQs thinking cube; Questioning the author.
5. Opportunities for interaction
Fostering student-student interaction; 3-step interview; clarify key concepts in native language.
6. Practice and application
Discussion circles; Content review games (e.g., Jeopardy); working in pairs.
7. Lesson delivery
Write and state objectives orally; engage students minimum 90% of time; pace instruction for ELLs.

8. Review and assess

Word study books; Systemic study; group response boards