Madeline Bonham

GO TOs
Core Values (TIU3)

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

Style: Visual Style: Auditory Style: Kinesthtic/ Tactile

Adding/ subtracting with

ex. ex. ex. taking steps
Steps for sequencing a recipe Planets order song

ex. ex. ex. Parts of the body (head,

Comparing amounts Water cycle song shoulders, knees, and toes)

Activate the Brain – The R’s (TIU7)

1. 4. 7. Relationship
Retrieve
Retaining

2. 5. 8. Routing
RigorRehearsing

3. 6. 9.
Relevance
Re- exposing
Reorganizing

Teach the Vocabulary (SS1)

To
- summarize the lessonsmall
Graphic organizers, and ensure
groupsthe
with
1. 3. mainsimilar
points difficulties,
of the lessonother
are understood
mediums to
through tutor
access or student
terms, leadership
such as a video,
mnemonic devices, tutoring, extra
practice
We use it to check for understanding.
Measurable
There areattributions
going to be students who need to
2. 4. - Seeorlength,
revisit weight,
be taught in a capacity, volume
different way so
they can understand
- Show it better
and use tools needed
- Have students try it out
- Use common and/ or familiar items and
use them
Strategies for Differentiation (SS2)
Strategies for Success (SS2-7) Provide 2 examples of each

Individualized
Respectful instruction:
tasks: teachers needlearning should tailor
to pay attention to theto
1. 3. meet the
student’s student’s
readiness specific
level needs
and give every student the
opportunity to learn that works with their readiness
levels.
Transparent learning: students should be part of the
process of differentiating instruction as is
2. 4. Tiered instruction:
appropriate for teachers can evaluate
their maturity theirand
level, age, students
ability.
and use collected data to give a different tier of
instruction for every student.

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

Example 1 Example 2

Cooperative Grouping Four corners

Jigsaw

Graphic Organizers
Anchor charts
Fishbone graphic organizer

Advanced Organizers
Venn
KWL diagram
Chart

Similarities / Differences
Venn diagramon
Classifying forwhat
two is
stories
okay and what is
not okay to do in public
Summarizing & Notetaking
Cornell
Makingnotes
a list

Cues & Questions

Sketch,
Do youmemorize
remember?

Blooms Verbs (SS8 and SS9)

Create Design, assemble, construct, develop, and investigate

APPS: Youtube

Evaluate Argue, defend, select, cri

tique, and weigh

APPS: Padlet

Compare, contrast, examine, experiment, test

Analyze
Google sheets
APPS:

Solve, use, interpret, operate, schedule, sketch

Apply
Simulating
 APPS:
Explain, classify, locate, recognize, and describe
Comprehension
Carboard
APPS:
Define, list, memorize, match, and order
Remember

APPS: Google Search

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 about it?

Modifications and Accommodations (E6)

Quantity Time Level of Support
Definition Definition Definition
Change the number of terms the Adjust amount of time the student is Increase the amount of assisted help to
student needs to know given for learning, assignment help the student
completion, and/ or testing

Example Example Example

Body parts of insect; reduce to Extended testing time Paraprofessionals
knowing head, thorax, and
abdomen

Input Difficulty Output

Definition Definition Definition
Adjust how lessons are given to Change the type of skill level, type of Change how the student responds to the
the student problem, and rules on how the student lesson
learns material

Example Example Example

Visual aids Calculator for math Verbal answers instead of paper and
pencil

Participation Notes:
Definition Provide backup lessons or opportunities if the student (usually with a moderate- severe
disability) to complete or learn if they are not appropriate for the student or the student
Change the way how the student
has a personal goal
participates in the lesson

Example
Become a helper
Suggestions for working with Students in Poverty (E12)

1. Listen to my disadvantaged students. They need a strong 4. Work to boost their self-esteem by praising their
relationship with a trustworthy adult if they are to succeed school success, instead of what they own

2. When I suspect that your students are taunting their 5. Be careful about the school supplies you expect
disadvantaged peers, act quickly to stop the harassment students to purchase. Keep your requirements as
simple as you can for all students
3. Keep your expectations for poor students high. Poverty 6.
Make it clear that you value all your students for
does not mean ignorance their character and not for their possessions

Reading Strategies to Strengthen Literacy Skills (R8)

Strategy name When / how to use it Define it

1. Alphabet Matching Before, during, and after reading Help my students see what the
beginning letter and sound is

2.
Story sequence Before, during, and after reading What happened first, next, then,
last
3. Audio assisted reading During reading Great for my auditory learners

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

Highlighted text, graphics organizers, and adapted text
2. Build background
Personal dictionaries, content word wall, and word sorts
3. Make verbal communication understandable
Use gestures when presenting lessons, use sentence strips, and use step by step manners

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

Mnemonics, graphic organizers, and use a thinking cube
5. Opportunities for interaction
Wait time, cooperative learning activities, and homogenous/ heterogeneous groups
6. Practice and application
Hands on materials, discussing and doing, and modeling correct English
7. Lesson delivery
Students should be engaged 90-100% of the lesson, pacing, and having well planned lessons

8. Review and assess

Word study books, review key concepts, and having authentic assessments