GO TOs

Core Values (TIU3)

Passion Family

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

Style: Visual Style: Auditory Style: Kinesthetic

ex. ex. ex.

Using graphic organizers Small group instruction Role and action playing

ex. ex. ex.

Flashcards Sing a song to memorize facts Using gestures to represent
or spelling words words and ideas

Activate the Brain – The R’s (TIU7)

1. relationship 4. Retrieval 7. Re-exposing

2. rigor 5. routing 8.
Rehearsing

3. 6. 9.
Relevance Retaining Recognize

Teach the Vocabulary (SS1)

1. Frayer model 3. Word wall

2. 4.
Word games Differentiating content- resource materials such as
charts and models, audio or visual recording,
highlighted vocabulary

Strategies for Differentiation (SS2)

1. Tiered instruction 3. Flexible grouping

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

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

Example 1 Example 2

Cooperative Grouping Homogenous grouping= same Think pair share

performance. Heterogenous grouping=
different levels
Graphic Organizers
Anchor charts Venn diagram

Advanced Organizers
KWL chart Connect 4 Thinking

Similarities / Differences
T charts Analogies, metaphors

Summarizing & Notetaking

3-2-1 Summary Cornell notes

Cues & Questions

Cues/hints about the lesson Questions- access background
knowledge. Tells what already knows
and needs to know
Blooms Verbs (SS8 and SS9)
Create Design, explain, summarize, classify, hypothesize combine ideas to produce something new

APPS: Youtube, animation desk anchor podcast

Evaluate Argue, critique, weigh, ju

stify, appraise justify a decision or stand based on criteria or circumstances

APPS: Padlet adobe spark

Compare, contrast, organize, relate, distinguish Draw connections among ideas

Analyze
Simplemind+mind mapping, popplet
APPS:
Execute, use, solve, operate, implement, demonstrate use information in new situation
Apply
Sketchbook, Microsoft sway
APPS:
Explain, identify, describe, discuss, paraphrase Explain ideas or concepts (understand)
Comprehension
Airtable, clips
APPS:
Recall, restate, memorize, select, list, label recall facts and concepts (knowledge)
Remember

APPS: Quizlet, blooket.com google.com

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 wil complete prior to
assessment for mastery
Time
Definition
Adapt the time allotted and allowed
for learning, task completion or testing
Level of Support
Definition
Increase the amount of personal assistance to keep
student on track, reinforce or prompt use of specific
skill. Enhance adult-student relationship; use
physical space and environmental structure

Example Example Example

Reduce the number of activities a student Increase amount of time a student has Assign the student a peer buddy for
will complete in rotating workstations
to take a test group activities

Input Difficulty Output

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

Example Example Example

Using text with enlarged print Simplify directions for an assignment Allow student to verbalize a response
instead of write it

Participation Notes:
Definition
Adapt the extent to which a learner is
actively involved in the task
Example
Allow a student to hold the
marker when making a chart or be
a leader that points to information
as being recited
Suggestions for working with Students in Poverty (E12)

1. Do not require costly activities 4. Provide access to computer and books to use during
school

2. Have extra supplies students can use, in case they do not 5. Do not make comments about clothes or possessions
have any unless necessary

3. 6.
Keep expectations high Work to boost their self-esteem

Reading Strategies to Strengthen Literacy Skills (R8)

Strategy name When / how to use it Define it

1. Alphabet Matching Before/During/After reading Matching activity to learn capital

Individual/Small group/Whole class and lowercase letters

2.
Oneset/Rime Before reading Teaches how to decode new words
Individual/Small group/ Whole class when reading and spelling
3. Concept Sort Before reading Vocabulary strategy used to learn
Individual/small group/whole class new concepts/topics

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, taped text, highlighted text
2. Build background
Visual vocabulary, use of song for vocabulary, contextualizing key vocabulary
3. Make verbal communication understandable
Simple speech, hands on activities, step by step instruction

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

Illustrate new ideas, procedural scaffolding, thinking cube
5. Opportunities for interaction
Various grouping methods, peer buddy, visual communication board
6. Practice and application
Hands on experiences, play a game for content review, discussion circles
7. Lesson delivery
Active student involvement, specific objectives, use class time efficiently

8. Review and assess

Thumbs up/thumbs down assessment, provide feedback, word study books