Katlin Bielfeldt

7/9/2020

GO TOs
Core Values (TIU3)

Caring

Peace

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

Style: Visual Learners* Style: Auditory Learners Style: Kinesthetic Learners

ex. Have students watch videos of ex. ex.

Have class discussions Repeatedly practice the signs
American Sign Language

ex. ex. ex.

Allow them to listen to music while Work in partner groups to practice
Have engaging Power Points working on individual assignments sign language

Activate the Brain – The R’s (TIU7)

1. 4. 7. Relationships
Retrieval
Re-exposing

2. 5. 8. Routing
RigorRehearsing

3. 6. 9.
Relevance
Retaining
Recognizing

Teach the Vocabulary (SS1)

1. Frayer Model 3. Word Games

2. 4.
Word Walls Word Journals

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

Strategies for Differentiation (SS2)
Tiered Instruction Effective Feedback
 2. 4.
Katlin Bielfeldt
7/9/2020
Strategies for Success (SS2-7) – Provide 2 examples of each

Example 1 Example 2

Cooperative Grouping Think Pair Share Project Based

Graphic Organizers
Anchor Chart Concept Map

Advanced Organizers
Venn Diagram KWL Chart

Similarities / Differences
Comparison/Contrast Classifying

Summarizing & Notetaking

3-2-1 Summarizing Graffiti

Cues & Questions

Memorize these signs, they’re important. Has anyone created a video on Flipgrid?

Blooms Verbs (SS8 and SS9)

Create Produce

APPS: Flip Grid, Youtube

Evaluate Assess

APPS: Google Forms, Chrome

Demonstrate
Analyze
Google Sheets, Google Photos
APPS:
Practice
Apply
Zoom, Google Drive
APPS:
Describe
Comprehension
Nearpod, Kahoot
APPS:
Memorize
Remember

APPS: Google Search, Bookmark

 Katlin Bielfeldt
7/9/2020
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 will
complete prior to assessment for
mastery.
Example
Reduce the number of social studies terms a
learner must learn at any one time. Add
more practice activities or worksheets.
Time
Definition
Adapt the time allotted and allowed
for learning, task completion, or
testing.
Example
Individualize a timeline for completing a
task; pace learning differently (increase or
decrease) for some learners.
Level of Support
Definition
Increase the amount of personal assistance to keep
the student on task or to reinforce or prompt use of
specific skills. Enhance adult-student relationship;
use physical space and environmental structure.
Example
Assign peer buddies, teaching assistants, peer tutors,
or cross-age tutors. Specify how to interact with the
student or how to structure the environment.

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. the rules on how the learner may instruction.
approach the work.

Example Example Example

Use different visual aids, enlarge text, plan more
concrete examples, provide hands-on activities,
place students in cooperative groups, pre-teach
key concepts or terms before the lesson.
Allow the use of a calculator to figure math
problems; simplify task directions; change
rules to accommodate learner needs.
Instead of answering questions in writing, allow a
verbal response, use a communication book for some
students, allow students to show knowledge with
hands on materials.

Participation
Definition
Adapt the extent to which a learner is
actively involved in the task.
Example
In geography, have a student hold the globe,
while others point out locations. Ask the
student to lead a group. Have the student turn
the pages while sitting on your lap
(kindergarten).
Notes:
Alternate Goals - Adapt the goals or outcome expectations while using the same materials.
When routinely utilized, this is only for students with moderate to severe disabilities. For
example: In a social studies lesson, expect a student to be able to locate the colors of the states
on a map, while other students learn to locate each state and name the capital.
Substitute Curriculum - Sometimes called “functional curriculum” Provide different
instruction and materials to meet a learner’s individual goals. When routinely utilized, this is
only for students with moderate to severe disabilities. For example: During a language lesson a
student is learning toileting skills with an aide.
 Katlin Bielfeldt
7/9/2020
Suggestions for working with Students in Poverty (E12)

Provide access to computers, magazines, newspapers, and books so low-income Be careful about the school supplies you expect students to purchase.
1. students can see and work with printed materials. School may be the only place
4. Keep your requirements as simple as you can for all students.
where they are exposed to print media.

2. Keep your expectations for poor students high. Poverty 5. Arrange a bank of shared supplies for your students to borrow
when they are temporarily out of materials for class.
does not mean ignorance.

3. Students who live in poverty may not always know the correct behaviors for school situations. At home,
6.
Do not require costly activities. For example, if you require students to pay
they may function under a different set of social rules. Take time to explain the rationale for rules and
procedures in your classroom.
for a field trip, some of them will not be able to go.

Reading Strategies to Strengthen Literacy Skills (R8)

Strategy name When / how to use it Define it

1. Think-pair-share (TPS) Before reading, with small groups a collaborative learning strategy where
students work together to solve a problem or
answer a question about an assigned reading.

2.
Paired reading During reading, with small groups In this strategy, students read aloud to each other. When
using partners, more fluent readers can be paired with less
fluent readers, or children who read at the same level can
be paired to reread a story they have already read.

3.
Paragraph Hamburger After reading, individually The "paragraph hamburger" is a writing organizer that
visually outlines the key components of a paragraph.

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

Outlines, Leveled Study Guides, Supplemental Materials
2. Build background
Contextualizing Key Vocabulary, Vocabulary Self-Selection, Visual Vocabulary
3. Make verbal communication understandable
Pre-teaching key words, Multiple Exposures, Multimedia

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

Think Aloud, Graphic Organizers, Procedural Scaffolding
5. Opportunities for interaction
Whole class, Flexible Small Groups, Partnering

6. Practice and application

Modeling Correct English, Social Interacting, Discussing and Doing

7. Lesson delivery
Allocated time, Engaged time, Academic Learning time

8. Review and assess

Final Review, Informal Assessment, Authentic Assessment