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The document provides information on core values, learning styles, strategies for activating the brain, teaching vocabulary, differentiation strategies, modifying instruction, reading strategies, and making content comprehensible for English language learners. Suggestions are given for various classroom techniques including the use of graphic organizers, flexible grouping, building background knowledge, and preparing lessons in advance for ELL students. Overall, the document outlines different approaches for effective lesson planning and instruction.

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70 views

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The document provides information on core values, learning styles, strategies for activating the brain, teaching vocabulary, differentiation strategies, modifying instruction, reading strategies, and making content comprehensible for English language learners. Suggestions are given for various classroom techniques including the use of graphic organizers, flexible grouping, building background knowledge, and preparing lessons in advance for ELL students. Overall, the document outlines different approaches for effective lesson planning and instruction.

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Shana Runions 9/03/20

GO TOs
Core Values (TIU3)

Love. Growth.

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

Style: Visual Style: Auditory Style: Kinesthetic

ex. ex. Participate in class ex.


Use visual charts and graphs Let them move.
discussion.

ex. ex. ex. Break up lessons in chunks


Color Code Textbook on tape. with breaks.

Activate the Brain – The R’s (TIU7)

1. Relationships 4. Retrieval-“Can you 7. Re-exposing


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

Teach the Vocabulary (SS1)

1. The Frayer Model (Four Square) 3. Word Journals

2. 4.
Word Walls Word Games (Wheel of fortune, password)

Strategies for Differentiation (SS2)

1. Flexible Grouping 3. Respectful Tasks

2. 4.
Strategies for Success
Individualized (SS2-7) Provide 2 examples of
Instruction each
Student Reflection
Strategies for Success (SS2-7) – Provide 2 examples of each

Think-Pair Share Jigsaw

Mind Map Anchor Chart

Analogy Venn Diagram

T-Chart Venn Diagram

3-2-1 Summary Plot Diagram

1 Minute Paper Investigating the Question (slap down


game-ABCD)

Blooms Verbs (SS8 and SS9)


Create Create, design, invent, develop, arrange, revise, construct

APPS:

Evaluate Judge, justify, critique, argue, estimate, evaluate, predict

APPS:

Analyze, categorize, compare, contrast, solve, relate


Analyze

APPS:
Solve, apply, relate, illustrate, discover, prepare
Apply

APPS:
Explain, identify, discuss, estimate, rewrite, review
Comprehension

APPS:
List, match, label, order, recall, slate, select
Remember

APPS:
Four Questions to redirect behavior (CBM5)

1. What are you doing?

2.
What are you suppose to be doing?

3.
Are you doing that?

4.
What are you going to do about it?

Modifications and Accommodations (E6)


Quantity Time Level of Support
Definition Definition Definition
Adapt the amount that is Adapt the time allotted. Increase the amount of personal
required to be learned. assistance.

Example Example Example


Smaller number of vocab or Give more time. Give a peer buddy.
spelling words to memorize.

Input Difficulty Output


Definition Definition Definition
Adapt the way the lesson is Adapt the skill level or rules. Adapt the way the student gives a
delivered. response or answer.

Example Example Example


Provide visual text, larger text. Allow a calculator. Allow verbal.

Participation Notes:
Definition
Adapt the way the student is
involved.
Example
Have them turn a page or be a
note taker.
Suggestions for working with Students in Poverty (E12)

Do not require costly activities. Provide access to computers and magazines.

Keep expectations high. Arrange a bank of shared supplies.

Do not comment on clothing, etc. Explain rationale for rules.

Reading Strategies to Strengthen Literacy Skills (R8)

Story Map Before, during and after reading. Have A written out map of story and
students follow along with notes on story. elements-plot, characters, themes.
Hhelps to organize and analyze.

Persuasive Writing Use in response to a reading paragraph. Writing in an effort to convince


Students can comprehend what they read someone of your point.
and respond.
Word Wall Use it non-stop in a classroom to build a list A place in your room where you
of vocab words that we are learning. put vocab words up for visual
effect.

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


Go over with ELL students prior to class.
2. Build background
Visual aids
3. Make verbal communication understandable
Simplify language

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


Revisit content
5. Opportunities for interaction
Peer Group/small groups
6. Practice and application
Graphic organizers
7. Lesson delivery
Prepared notes with graphics

8. Review and assess


Frequent check-ins/thumbs up or down

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