GO TOs

Commitment

Core Values (TIU3)

Reliability

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. ex. ex.

Take notes Read aloud Hands on activity

ex. ex. ex.

organized Talk to myself Walk while talking to kids

Activate the Brain – The R’s (TIU7)

1. Relationships 4. Retrieval 7. Re-exposing

2. 5. Routing 8.
Rigor Rehearsing
3. 6. 9.
Relevance Retaining Recognizing

Teach the Vocabulary (SS1)

1. Frayer Mode 3. Personal Dictionary

2. 4.
Word Walls Wheel of Fortune

Strategies for Differentiation (SS2)

1. Flexible grouping 3. Tiered instruction

2. 4.
Student reflection Formative 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

Cooperative Grouping Think pair share Jigsaw

Graphic Organizers
Anchor Chart Fishbone Graphic Organizer

Advanced Organizers
Know-Want to Know-Learn (KWL) Venn Diagram

Similarities / Differences
Compare / Contrast T-chart

Summarizing & Notetaking

Cornell Notes 3-2-1 Summary

Cues & Questions

Application Synthesis

Blooms Verbs (SS8 and SS9)

Create conclude, produce, decide, defend, support.

APPS: Slides & storytelling

Evaluate categorize, collaborate, combine, contrast, reorganize

AWW app & PADLET

APPS:

diagram, differentiate, illustrate, prioritize, correlate.

Analyze
Wufoo Survey & ThingLink

APPS:
chart, collect, predict, produce, solve,
Apply
Google Drive & KOMA KOMA

APPS:
classify, estimate, explain, paraphrase, summarize
Comprehension
PICMONKEY COLLAGE & Annotate

APPS:
define, describe, identify, label, match
Remember
story
Mind Mapping & Listing
APPS:
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 Ti Level of Support
me
Definition Definition
Adapt the number of items that Definition
Increase the amount of personal
the learner is expected to learn Adapt the time allotted and allowed assistance to keep the student on task
or the number of activities for learning, task completion, or or to reinforce or prompt the use of
student will complete prior to testing. specific skills. Enhance adult-student
Example Example
Reduce the number of social Example Assign peer buddies, teaching
studies terms a learner must Individualize a timeline for completing assistants, peer tutors, or cross-age
learn at any one time. Add more a task; pace learning differently tutors. Specify how to interact with the
(increase or decrease) for some
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 Allow the use of a calculator to figure Instead of answering questions in
text, plan more concrete math problem, simplify task writing, allow a verbal response. Use a
examples, provide hands-on directions, or change rules to communication book for some students,

Participation Notes:
Definition
Adapt the extent to which a
learner is actively involved in the
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
Suggestions for working with Students in Poverty (E12)

1. Do not require costly activities. For example, if you 4. Listen to your disadvantage students. They needs a
require students to pay for a field trip, some of them will strong relationship with a trustworthy adult if they
are to succeddd
2. Arrange a bank of shared supplies for your students to 5. When you suspect that your students are taunting
borrow when they are temporarily out of materials for their disadvantaged peers, act quickly to stop the
3. 6.
Don’t make comments about your students’ clothes or Keep your expectations for poor students high.
belongings unless they are in violation of the dress code. Poverty does not mean ignorance.

Reading Strategies to Strengthen Literacy Skills (R8)

Strategy name When / how to use it Define it

1. When to use: Before reading During reading Letter naming is a strong predictor of later reading
Alphabet Matching After reading success
How to use: Individually With small groups Whole Learning letter names helps a child learn letter
class setting sounds

2.
Word Walls When to use: Before reading They provide a permanent model for high
frequency words
During reading After reading They help students see patterns and

3.
Rhyming Games When to use: Before reading How to Developing a child's phonological
use: Individually With small awareness is an important part

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 organizer/ highlight text/ visuals
2. Build background
Word wall/ songs/ visual vocabulary
3. Make verbal communication understandable
Highlight key words/ think aloud/ sentence strips

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

Illustrations/ scaffolding/ word splash
5. Opportunities for interaction
Homogenous grouping/ clarify key concepts/ roundtable
6. Practice and application
Hands on practice/ social interaction/ modeling correct English

7. Lesson delivery
Write on board for all to see/ pacing/ engaged time

8. Review and assess

Assessments/ review key concepts/ thumbs up thumbs down