GO TOs

Core Values (TIU3)

Stability Caring

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

Visual* Kinesthetic
Style: Auditory Style: Style:
Reading Demonstrations
Explaining/ saying thing ex.
ex. ex. Color coded graphs Acting things out
s outloud
Having discussions
ex. ex. ex.

Activate the Brain – The R’s (TIU7)

Rigor Relevance
1. Relationship 4. 7.

2. Rehearsing 5. Retaining 8. Retrieval

Recognizing
3. 6. Re-exposing 9. Routing

Teach the Vocabulary (SS1)

Frayer Model- 4 square, define, function, connections, Games like password- similar to taboo
1. examples, characteristics or illustrations 3.

Word Walls, Personal dictionary- give definition, context and exampl

2. 4. es

Strategies for Differentiation (SS2)

Tiered Instruction-iieererd Insttruction--adjusstedFlexible
for ccompleexity, ini & flow, homo/hetero gro
grouping- ebb
1. terst, pacing, abstract 3. up,

2. Anchoring Activities- for needs, enrichment, l 4. Compacting Curriculum-assess skills, alt. if con
ong-term projects tent is mastered, req pre-test/ 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
Tiered Instruction Flexible Grouping
Cooperative Grouping

Foldables Compare-Contrast venn diagrams

Graphic Organizers

KWL Charts Compare-Contrast venn diagrams

Advanced Organizers

T Charts Rank and Classify

Similarities / Differences

3-2-1summary Cornell Notes

Summarizing & Notetaking

Cues & Questions Hints "remember this... "start to think about...

Blooms Verbs (SS8-SS9)

Create Design, Invents, synthesize, formulate, reconstruct
APPS: Video Editor, Anchor-podcast maker
Evaluate Compare, critique, recommend, interpret, choose
APPS: Twitter networking, Weebly Custom website
Analyze examine, dissect, order, analyze, solve

APPS: Padlet, Thing Link

Apply Organize, illustrate, use, sketch, write

APPS: Periscope Live Video, Rig Recorder

Comprehension describe, cite, outline, defend, locate
APPS:
Nimbus Clipper, Tumbler-blog
Remember tell, define, list, duplicate, arrange
APPS: Google search, One Note
Four Questions to redirect behavior (CBM6)
What are you doing?
1.

What should you be doing?

2.

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
Number of items to learn or t time allotted for learning, task co Personal assistance or more int
he number of activities mpletion or test erpersonal involvment

Example Example Example

less worksheets, less numbe Pace learning differently, more te Peer buddies, tutors, TA, structu
r of terms to learn st time re the environment

Input Difficulty Output

Definition Definition Definition
the way instruction is delivere adapt the skill level responses to instruction
d

Example Example Example

visual aids, more concrete ex use of calculators, simplify directi allow verbal response instead of
amples, pre-teach ons, written,

alternate goals: expectations to same materials, locate/ ident

Participation Notes: ify vs identify and label
Definition
Substitute curriculum: functional, different instructional mater
extent learner is actively invo ials
vled
Example
student leaders, identify parts
, read alout
Suggestions for working with Students in Poverty (E12)
Keep your expectations for poor students high Be careful about the school supplies you expect students t
o purchase. Keep your requirements as simple as you can
1. . Poverty does not mean ignorance. 4. for all students

Don’t make comments about your students’ clothes or belong Arrange a bank of shared supplies for your students to bor
2. ings unless they are in violation of the dress code. 5. row when they are temporarily out of materials for class.

unns. They need srong relatio

3. Explain the rationale for rules and procedures 6. nships with a trustworthy adult for them to succedhhhps with trustwo

Reading Strategies to Strengthen Literacy Skills (R8)

Strategy name When / how to use it Define it

1. Framed Paragraphs During the lesson in groups Provides a framework for writi
ng strong paragraphs

Shared reading during the lesson, in partners or Peer-assisted learning in fluen

2.
groups cy
Exit Slips At the end of a lesson, individuals write their Informal measure of comprehenion, reflection
own then we discuss as a whole class and expresion using critical thinking
3.

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

2. Build background esccsaaffooflldinngg ttec

iqueessroutinely,
hniques rroouuttiinnielyy,, aaannd that
and use activities uussee
applyaacttiivviittieess
new content and tl
tntt tand
ntent nd language
llannggnuuagee elikkee writing
like discussion/ ddissccusioonn//
daily wrriittinng
3. Make verbal communication understandable 4..Ceeate Create aa poemm/m
a poem/ chantchannt
or playor plaay demmonsratinng
demonstrating new le new l
g uesonn
arning, tehnqus
questioning ndpriii acotiu
techniques and providing a continu
um ofsrtgie
strategies
t moetondeeene
to move to independence
4. Learning strategies (this one should be easy!)
5.VVariety
t f goppg
of grouping
onigraios,wat
configurations,
tme cpewait time, cooper
elearnng
ative learning activities
activitieslkelike
jigsaw andand
jigsaw roundtablle
roundtable
5. Opportunities for interaction 6.. Hands
n o mtrilsadmniultve,
on materials andppictino manipulatives,
manipulat application o
tt/lagag
f content/ i apesolreevntwa
language in a personal Dsusrelevant
re way, Discus
sions
ionsndongt
and doing mkeastaccncpt
to make abstract cncee,aconcepts concrete, a
6. Practice and application nd
n ateo
practice
rainofrtigsiis
reading/ writing skillsski
7.. Content
nnnOjcte
Con Objectives
eal spore clearly
y es lnu
supported by less, langu
agebetie
objective
ecgnzblrecognizable
i eson ncud
recogni in lesson,
acor t include factors
factor th
facto
7. Lesson delivery
at contribute to high levels of engagement, and pacing
8.P
8.Providing feedback, reviewing key concepts and sca
8. Review and assess ffolding by paraphrasing, practice practic and discussions.