GO TOs

Core Values (TIU3)

Grace- Students need teachers that listen and understand.
Hold students to a high standard but give grace at the same
time. Everyone walks in fighting a battle and it is
important to remember that before reacting.
Kindness- Being kind goes a long way with both adults
and children. Getting down to the level of the child,
offering a smile, and a compliment will help establish
relationships.

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

Style: Kinesthetic Style: Visual Style: Auditory

ex. ex. ex.

Hands on activities- Stem Anchor Charts Listening to a book on tape.

ex. ex. ex.

Using our bodies to learn. Reading from a text. Listening to classmate’s
answer.

Activate the Brain – The R’s (TIU7)

1. Relationship 4. Rigor 7. Relevance

2. Retrieval 5. Routing 8.
Retaining

3. 6. 9.
Re- Exposing Rehearsing Recognize

Teach the Vocabulary (SS1)

1. Reteach 3. Virtual Word Wall/Word Wall

2. 4.
Reroute Repetitive exposure

Strategies for Differentiation (SS2)

1. Tiered instruction 3. Individualized instruction

2. Respectful Tasks
4.
Transparent Learning
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 Round Robin Turn and Talk

Graphic Organizers
T- chart Concept (Bubble) maps

Advanced Organizers
KWL Charts Venn Diagram

Similarities / Differences
Compare and Contrast Classifying

Summarizing & Notetaking

Graffiti Cornell Method

Cues & Questions

Allow wait time for questions. Hints about lesson topic.

Blooms Verbs (SS8 and SS9)

Create Produce new and original work.

APPS:

Evaluate Present and defend opinion on work.

APPS:

What is the motive or cause? Classify information.

Analyze

APPS:
Solve problems by applying knowledge in a different way.
Apply

APPS:
Explain the ideas and concepts.
Comprehension

APPS:
Recall the facts.
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 Time Level of Support
Definition Definition Definition
Adapt the number of items that Adapt the time allotted and allowed Increase the amount of personal
the learner is expected to learn for learning, task completion, or assistance to keep the student on task,
or activities they will complete testing. to reinforce or prompt the use of
specific skills.
Example Example Example
Reduce the number of social Assign peer buddies, teaching
Individualize a timeline to complete a
studies terms a learner must learn assistants, peer tutors, or cross age
task.
at one time. tutors.

Input Difficulty Output

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

Example Example Example

Use different visual aids, enlarge Allowing the use of a calculator to Instead of answering questions in
text, plan more concrete examples, figure math problems, use of a graphic writing, allow a verbal response.
provide hands-on activities. organizer.

Participation Notes:
Definition Alternate goals- adapt goals to make the outcome meet different expectations.
Adapt to the extent to which the
learner is actually involved. No two students will be the same.

Example
Have the student turn the pages of
a book, hold a map, or point to an
anchor chart.
Suggestions for working with Students in Poverty (E12)

1. Provide access to computers, magazines, and books. 4. Do not comment on clothing and accessories.

2. Take time to explain expectations. 5. Arrange supplies to use at school.

3. 6.
Do not require items or events that require money. Keep expectations high.

Reading Strategies to Strengthen Literacy Skills (R8)

Strategy name When / how to use it Define it

1. Exit slips Taken at the end of a lesson, to assess An informal assessment to see what
student’s knowledge of a subject. a student understands from the
lesson.
2.
Think Pair Share Students independently think through
Can be done before, during, or after a lesson
an answer. Brainstorm in a group then
or assignment.
share
3. Choral Reading Can be done at any point where you are
Reading as a group. Can be done in
reading new material.
small group, whole group or 1:1.

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

Identify language demands and what vocabulary needs to be taught in the lesson and in what sequence.
2. Build background
Plan language objectives to be clear and concise.
3. Make verbal communication understandable
Review academic vocabulary using oral, and pictorial methods.

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

Activate background knowledge, scaffold learning and vocabulary.
5. Opportunities for interaction
Oral interaction (Kagan method concepts).
6. Practice and application
Review content vocabulary and concepts.
7. Lesson delivery
Give clear expectations and immediate feedback.

8. Review and assess

Informal- real life assessments.