GO TOs

Core Values (TIU3)

Happiness Caring

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

Style: Visual (33/50) Style: Auditory (40/50) Style: Kinesthetic (43/50)*

allow students to move
Historical Videos
ex. ex. Textbooks on tape ex. around the classroom to
different stations
allow students to reenact
Powerpoints with vivid
ex. ex. conventions/historical events
ex. images to help students Read aloud to the class to demonstrate knowledge
remember historical events

Activate the Brain – The R’s (TIU7)

1. Relationship 4. Retrieval 7. Re-Exposing

2. Rigor 5. Routing 8. Rehearsing

3. Relevance 6. Retaining 9. Recognize

Teach the Vocabulary (SS1)

1. Frayer Model 3. Word Games

Personal Dictionaries
2. Word Walls 4.

Strategies for Differentiation (SS1)

1.
Tiered instruction 3. Flexible Grouping

2. Anchoring Activities 4. Compacting Curriculum

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 Activity JigSaw Activity
Cooperative Grouping

Graphic Organizers Mind Map Venn Diagram

Advanced Organizers KWL Chart or Connect 4 Thinking Venn Diagram

T-Charts
Similarities / Differences Rank 'Em Activity

3-2-1 Summary Cornell Notes

Summarizing & Notetaking

Cues & Questions Cue: "Remember this name, it may be One minute paper
important"

Blooms Verbs (SS8)

Create conclude, produce, justify, support, defend
APPS: Animoto: Slideshow Maker, Youtube
Evaluate judge, justify, argue, contrast, support

APPS: Skype, Google Chrome

Analyze analyze, categorize, compare, contrast, choose

APPS: SimpleMind+ Mind Mapping,Popplet

Apply apply, change, choose, demonstrate, discover

APPS: Google Earth, Google Maps

Comprehension explain, sumarize, paraphrase, illustrate, defend

APPS: Google Docs, Dictionary.Com

Remember define, describe, duplicate, label, list, match
APPS: Google, Quizlet
Four Questions to redirect behavior (CBM6)

What are you doing?

1.

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 Time Level of Support
Definition Definition Definition
Adapt the number of items that the Increase the amount of personal assistance to keep
learner is expected to learn or the number
Adapt the time allotted and the student on task or to reinforce or prompt the use
of activities student will complete prior to allowed for learning, task of specific skills. Enhance adult-student relationship;
use physical space and environmental structure.
assessment for mastery. completion, or testing.
Example Example Example
Reduce the number of vocab words Anything not completed in class is Assign groups with strong and weak
a student must learn at one time but members so they can help each
permitted to be completed at home
add more practice activities other

Input Difficulty Output

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

Example Example Example

Use enlarged text or images Don't require students to use a computer Allow students to answer their
on computers if necessary if they struggle with this and allow them
to get the information elsewhere.
HOTQ questions verbally.

Participation Notes:
Definition
Adapt the extent to which a learner is actively involved in the task.

Example
Suggestions for working with Students in Poverty (E12)
Provide access to computers, magazines, newspapers, and books so Arrange a bank of shared supplies for your students to
low-income students can see and work with printed materials. School may
1. be the only place where they are exposed to print media. 4. borrow when they are temporarily out of materials for class

Students who live in poverty may not always know the correct behaviors for
2. Keep your expectations for poor students high. 5. school situations. At home, they may function under a different set of social rules.
Poverty does not mean ignorance. Take time to explain the rationale for rules and procedures in your classroom.

3. Do not require costly activities. For example, if you require 6. Don’t make comments about your students’ clothes or
students to pay for a field trip, some of them will not be able to go. belongings unless they are in violation of the dress code.

Reading Strategies to Strengthen Literacy Skills (R8)

Strategy name When / how to use it Define it
Introduce the book or topic to be read and provide students with written material (i.e.,
Ask students to use the word hunt strategy to find target
1. Word Hunts vocabulary words from their social studies reading and use
newspapers, magazines, dictionaries, books, and/or news articles on the Internet).
Model word hunting by using a portion of text copied onto chart paper, overhead
transparencies, or a familiar book
them to write short sentences in a journal. Ask the students to read and reread a text to find words that fit a particular pattern.

word maps can be integrated within a geography a visual organizer that promotes vocabulary
2. Word Maps lesson to teach new concepts and terms. development. Using a graphic organizer, students think
about terms or concepts in several ways

help students understand difficult vocabulary in a passage pre-reading vocabulary strategy that activates students'
Possible sentences ex. onlineabout Federick Douglass. (Developed for middle prior knowledge about content area vocabulary and
3. school but can be adapted for younger students.) concepts.

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 1. Make texts accessible to all students without watering
down content; Use before, during, and after reading or
writing.
2. Build background 2. Strong correlation between vocabulary knowledge and
student achievement. Select fewer vocab words to focus
on. Explicitly teach "School language"
3. Make verbal communication understandable 3. Use Appropriate Speech. Explain academic tasks. Use a
variety of techniques.
4. Use variety of Teacher centered, Teacher assisted, peer
4. Learning strategies (this one should be easy!) assisted, student centered strategies.
5. Learning is more effective when students have
opportunity to participate fully. Effective teachers strive to
5. Opportunities for interaction find a more balanced linguistic exchange between
themselves and their students.
6. use hands on materials for practice. Use manipulatives
6. Practice and application
for practice. new learning should have several short
practices close together.
7. Lesson delivery 7. content objectives must be clearly supported by lesson
delivery. Content should be stated orally. Content should
also be written.
8. Review and assess 8. analogies, parts of speech, repitition all important
strategies.