GO TOs

Core Values (TIU3)

VISION LEADERSHIP

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

Visual Kinesthetic Auditory*

Style: Style: Style:

1. Use flow charts, 1. Students move ex. 1. Have them put

ex.
maps, or webs to
organize materials.
ex. More colorful the better
Activate the Brain
2. Have – The
them write outR’s (TIU7)
and use flash cards for
review of material
1. Relationships
ex.
objects around to material to a rhythm or
dramatize a concept or tune and rehearse it
ex. act out the concept ex. aloud
themselves
2. Ask for oral
summaries/presentation
2. Students can use s of material
manipulatives to help
Retrieval
4. learn 7.Re-Exposing

2. Rigor 5. Routing 8.Rehearsing

Relevance
3. 6. Retaining 9. Recognizing

Teach the Vocabulary (SS1)

Frayer Model Personal Dictionary

1. 3.

Word Wall Word Games

2. 4.

Strategies for Differentiation (SS1)

Flexible Grouping Anchoring Activities

1. 3.

2.Tiered Instruction 4.Formative Assessment

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

Example 1 Example 2
Think-Pair Share
Cooperative Grouping Jigsaw

Graphic Organizers Anchor Chart Foldables and KWL Chart

Connect 4 Thinking Foldables and KWL Chart

Advanced Organizers

T-Chart Rank 'Em!

Similarities / Differences

Graffiti 3-2-1 Summary

Summarizing & Notetaking

Cues & Questions 1-Minute Paper Comprehension Tower

Blooms Verbs (SS8)

Create Design, Compose, Generate, Prepare, Synthesize

Anchor (Podcasting) and Canva (Graphic Designing)

APPS:

Evaluate Critique, Assess, Explain, Predict, Summarize

Weebly (Critiquing) and AWW Online Whiteboard App (Collaborating)

APPS:

Analyze Discover, Categorize, Interpret, Predict, Write

Popplet (Structuring) and SimpleMind+ Mind Mapping (Outlining)

APPS:

Apply Construct, Compute, Illustrate, Produce, Sketch

KOMA KOMA (Simulating) and Autodesk SketchBook (Illustrating)
APPS:

Paraphrase, Estimate, Indicate, Recognize, Translate

Comprehension
Clips (Explaining) and Annotate (Annotating)
APPS:

Remember Define, Label, Name, Recall, State

APPS:OneNote (Curating) and Quizlet (Recalling)

Four Questions to redirect behavior (CBM6)

1.

2.

3.

4.

Modifications and Accommodations (E6)

Quantity Time Level of Support
Definition Definition Definition
Adapt the number of items Adapt the time allotted and Increase the amount of personal
that the learner is expected allowed for learning, task assistance to keep the student
to learn or the number of completion, or testing. on task or to reinforce or prompt
activities student will the use of specific skills.
Example Example Example
complete prior to assessment Enhance adult-student
Reduce the number of cm I would increase the amount of Increase the number of students
for mastery. relationship; use physical space
cubes on the base and also time for students who may be that the student is checking the
reduce the number of height. and environmental structure
having difficulty explain or trying work with. Rather than just the
to solve the problem. pair, student can check with at
Input Difficulty least 2 otherOutput
partners.
Definition Definition Definition
Adapt the way instruction is Adapt the skill level, problem type, Adapt how the student can
delivered to the learner. or the rules on how the learner respond to instruction.
may approach the work.
Example Example Example
More concrete examples of Perhaps allow the student to use include more graphic charts, or
what they will be doing. calculators to double check their models to help show their work
Instead of one example with work of multiplication of volume. with a variety of writing, problem
the blocks, do 3-4 more with solving and including the
students following along.
Participation Notes: presentation with technology.

Definition
Adapt the extent to which a
learner is actively involved in
Example
the task.
Students can use the
multiplication chart and point
while following thru with a
multiplication to help solve for
the problem.
Suggestions for working with Students in Poverty (E12)
Arrange a bank of shared supplies for your
1. students to borrow when they are temporarily
out of materials for class.
2. Make it clear that you value all your students
for their character and not for their
possessions.
3. When you suspect that your students are
taunting their disadvantaged peers, act quickly
to stop the harassment.
Keep your expectations for poor students
4.high. Poverty does not mean ignorance.
5.If you notice that a student does not have
lunch money, check to make sure that a
free lunch is an option for that child.
6. Work to boost the self-esteem of students
who live in poverty by praising their school
success instead of what they own.

Reading Strategies to Strengthen Literacy Skills (R8)

Strategy name When / how to use it Define it

1. Word Walls (Vocabulary) Before/During/After Designed to be an interactive

reading/whole class setting tool for students and contains
an array of words that can be
2. Exit Slips After reading/individually/with Quick,
used informal
during assessments
writing and
(Comprehension) small groups/whole class setting reading.
enable teachers to quickly
assess students'
Paired (or Partner) Students read aloud
During reading/with small groups understanding of the to each
material
3. Reading (Fluency) other. When
at the end of using partners,
class or lesson.
more fluent readers can be
paired with less fluent readers.
Can be used with any book,
taking turns reading by
Making content comprehensible for ELL students (R9) sentence, paragraph, page or
chapter
Write at least 3 strategies / techniques that you could easily implement in your classroom for your content

1. Prepare the lesson -(1)Constructing Graphic Organizers in front of

students on chart paper, Teacher highlights (in blue
highlighter) key concepts, vocab for ELL, Adapted text
2. Build background (shorter/simpler sentences to understand for
newcomers
-(2)Content Word Wall, Concept Definition Map,
3. Make verbal communication understandable
Contextualizing Key Vocabulary
-(3)Instructions presented in a step-by-step manner
4. Learning strategies (this one should be easy!)and/or with demonstrations, Verbal Scaffolding
(Paraphrasing), Think-Alouds, Reinforcing contextual
definitions
5. Opportunities for interaction -(4)Mnemonics, Graffiti Write, Question Cube
-(5)Encouraging more elaborate responses, fostering
6. Practice and application student-student interaction, Send a Problem
-(6)Creating Indexed cards for review,
Manipulatives/Hands-on Materials experience,
7. Lesson delivery Discussing and "doing" (make abstract concepts
concrete)
8. Review and assess -(7)More engaged time rather than lecture, Clear
explanation of academic tasks/instruction, Mastering
the Pace of the lesson
-(8)Words should be studied through multiple
modalities (act them out, sing them, draw them),
Response Boards, and Periodic review (clarifies and