GO TOs

Core Values (TIU3)

Joy Trustworthiness

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

Style: Visual Style: Audio Style: Kinesthetic

ex. ex. ex.

Graphic organizers Lectures Hands-on activities

ex. ex. ex.

Detailed notes Reading aloud Field Trips

Activate the Brain – The R’s (TIU7)

1. Relationships 4. Retrieval 7. Re-Exposing

2. Rigor 5. Routing 8. Rehearsing

3. Relevance 6. Retaining 9. Recognizing

Teach the Vocabulary (SS1)

1. Frayer Model 3. Word Games

Personal Dictionary
2. Word Walls 4.

Strategies for Differentiation (SS2)

1.
Individualized Instruction 3. Flexible Grouping

2. Respectful Tasks 4. Formative Tasks

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

Example 1 Example 2
Four Corners Jigsaw
Cooperative Grouping

Graphic Organizers Concept Maps/Brainstorming Maps Anchor Chart/ Venn Diagram

Advanced Organizers Skimming Anchor Chart/ Venn Diagram

T-Chart
Similarities / Differences Rank 'Em!

Plot Diagram Cornell Notetaking

Summarizing & Notetaking

Cues & Questions 1-Minute Paper Investigating the Question

Blooms Verbs (SS8-SS9)

Create Reconstruct, Summarize, Arrange, Compose, Explain
APPS: Slideshow Creator, Adobe Spark Video
Evaluate Justify, Assess, Evaluate, Summarize, Support

APPS: Weebly, Skype, Notion

Analyze Predict, Analyze, Demonstrate, Solve, Write

APPS: Padlet, Wufoo, Popplet

Apply Apply, Demonstrate, Manipulate, Prepare, Practice

APPS: Koma Koma, Periscope, Google Docs

Comprehension Summarize, Describe, Recognize, Renew, Translate

APPS: Annotate, Feedly, Adobe Spark Post

Remember Define, Describe, Identify, Recall, Match
APPS: Quizlet, VoiceThread, Mind Mapping
Four Questions to redirect behavior (CBM6)

What are you doing?

1.

2.What should you 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 the 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 the 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
Adapt the way instruction is
delivered to the learner.
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.
Definition Definition
Adapt the skill level, problem type, Adapt how the student can
or the rules on how the learner respond to instruction.
may approach the work.
Example Example
Allow the use of a calculator to figure math Instead of answering questions in writing, allow
problem, simplify task directions, or change a verbal response. Use a communication book
rules to accommodate learner needs. for some students, or allow students to show
knowledge with hands-on materials.

Participation Notes:
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).
Suggestions for working with Students in Poverty (E12)
Provide access to computers, magazines, newspapers, and books so Students who live in poverty may not always know the correct behaviors for
low-income students can see and work with printed materials. School may school situations. At home, they may function under a different set of social rules.
1. be the only place where they are exposed to print media. 4. Take time to explain the rationale for rules and procedures in your classroom.

Be careful about the school supplies you expect students to purchase.

2. Keep your expectations for poor students high. 5. Keep your requirements as simple as you can for all students.
Poverty does not mean ignorance.

3. Don’t make comments about your students’ clothes or 6. Arrange a bank of shared supplies for your students to
belongings unless they are in violation of the dress code. borrow when they are temporarily out of materials for class.

Reading Strategies to Strengthen Literacy Skills (R8)

Strategy name When / how to use it Define it
An anticipation guide is a comprehension strategy that is used before reading to activate

1. Anticipation Guide Before reading, individually, small groups students' prior knowledge and build curiosity about a new topic. Before reading, students
listen to or read several statements about key concepts presented in the text; they're often

or whole class setting structured as a series of statements with which the students can choose to agree or
disagree. Anticipation guides stimulate students' interest in a topic and set a purpose for
reading.

Reader's theater is a strategy for developing reading fluency. It involves children in oral

2. Reader’s Theater During reading with a small group reading through reading parts in scripts. In using this strategy, students do not need to
memorize their part; they need only to reread it several times, thus developing their fluency
skills. The best reader's theater scripts include lots of dialogue.

Framed paragraphs are pre-writing tools that help students write well-developed

Framed Paragraphs After reading, individually, with small paragraphs. They are skeleton formats containing information about the main ideas and
transition words that guide the organization and the development of supportive details.
3. groups or whole class Framed paragraphs offer a structure for students to use as they begin to write paragraphs
and essays.

Making content comprehensible for ELL students (R9)

Write at least 3 strategies / techniques that you could easily implement in your classroom for your content
Graphic organizers
1. Prepare the lesson Adapted text
Supplementary materials

Contextualize key vocabulary

2. Build background Content word wall
Personal dictionaries or glossaries

Appropriate speech
3. Make verbal communication understandable Scaffolding
Wait time

Thinking aloud
4. Learning strategies (this one should be easy!) Summarizing strategy
Prompting, questioning and elaborating

5. Opportunities for interaction Encouraging more elaborate responses

Wait time
Clarify key concepts

6. Practice and application Hands-on materials and manipulatives for practice

Application of content and language
Integration of language skills

7. Lesson delivery Content objectives

Language objectives
Pace of lesson

8. Review and assess Review of key vocabulary

Review of key content concepts
Assessment of lesson objectives