GO TOs

Core Values (TIU3)

Teamwork Encouragement

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

Style: Style: Style:

Kinesthic ** Auditory Visual

ex ex ex Charts and
Role Recite .
. .
playing information graphs
ex ex ex
Create . Word . Write down
.
models association information

Activate the Brain – The R’s (TIU7)

1. 4. Retriev 7.Re-
Relations
hip al exposing
Rigor Routing
8.
Rehearsing
Relevance Retaining
9.
Recognize

Teach the Vocabulary (SS1)

1. Word 3. Word
games Walls

2. Wheel of 4. Personal
Fortune Dictionary

Strategies for Differentiation (SS2)

1. Tiered 3. Flexible
instruction grouping
4.
2. Anchoring
Strategies for Success (SS2-7) Provide 2 examples of each
Compacting
activities curriculum
Strategies for Success (SS2-7) – Provide 2 examples of each

Example 1 Example 2

Cooperative Grouping - Face to face Individual

interaction accountability
Graphic Organizers Anchor chart, KWL
- Fishbone graphic chart
organizer
Anchor chart, KWL
Advanced Organizers - Venn
chart
diagram

Similarities / Differences - T chart Comparing and contrasting

-Students right a question and draw a
Summarizing & Notetaking conclusion about what students write 3 facts about
they learned what they learned

Cues & Questions - Does the main character What are some events
face any dilemma leading up to the end of the
story

Blooms Verbs (SS8-SS9)

Create

APPS: Storytelling, Video editing

Evaluate

APPS: Conferencing, networking

Analyze

APPS: outlining, structuring

Apply

APPS: Demonstrate, editing

Comprehension

APPS: Explaining, Labeling

Remember

APPS: Recalling, Listing

Four Questions to redirect behavior (CBM6)

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 Time Level of Support
Definition Definition Definition
Adapt the number of items Adapt the time allotted and Increasing the amount of
that the learner is expected allowed for learning, task personal assistance to keep the
to learn or the number of completion, or testing. student on task.
activities student will
complete prior to Example Example
assessment for mastery. Increasing or decreasing the amount of Assign peer buddies, teaching
Example time allowed to complete an assignment. assistants, peer tutors,
Reducing the amount of work that
is required.

Input Difficulty Output

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

Example Example Example

Using visual aids, larger text, Allow calculators or simplify tasks Allow verbal responses instead of
hands on activities written responses

Participation Notes:
Definition

Adapt the extent to which

a learner is actively
involved in the task.
Example
Have the students demonstrate
Suggestions for working with Students in Poverty (E12)

1. 4.
Keep your expectations of all students high. Do not make comments about students’ clothes.

2. 5.
Arrange a bank of shared supplies for students to borrow Provide access to computers.

3. 6.
Do not require costly activities. Be careful about the school supplies needed.

Reading Strategies to Strengthen Literacy Skills (R8)

Strategy name When / how to use it Define it

Anticipation Guide Before reading - comprehension strategy used

before reading to activate students’ prior knowledge

2. Concept Map; it is used during reading; visual organizer that helps students organize new information

3. Exit Slips; it is used after reading; written student responses to questions teachers pose at the end of
a class or lesson

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 – graphic organizers, outlines, highlighted text

2. Build background – Content word wall, personal dictionaries, vocabulary self-selection

3. Make verbal communication understandable – use graphic organizers, appropriate speech, explanation of
academic task

4. Learning strategies (this one should be easy!) – scaffolding techniques, questioning techniques, “I
wonder”

5. Opportunities for interaction – group configurations, roundtable talks, four corner activities

6. Practice and application – modeling, discussing and doing, practice

7. Lesson delivery – pacing, benchmarks, well planned lessons

8. Review and assess – systematic study, school talk sessions, word study books