GO TOs Tony Tella

11-15-2020
Core Values (TIU3)

Responsibility Optimism

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

Style: VISUAL Style: AUDITORY Style: KINESTHETIC

Color coding ex. ex. Move around while learning

ex.
Small group instruction

ex. Make charts and graphs ex. ex. Taking notes and mind
Textbooks on tape mapping

Activate the Brain – The R’s (TIU7)

1. Relationship 4. Retrieval 7. Re-exposing

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

Teach the Vocabulary (SS1)

1. • Repetitive exposure to words 3. • Learning vocabulary words before

reading the text

2. • Indirect learning of vocabulary, for 4. Learning vocabulary in both written text

example, using vocabulary words in and oral speech
numerous different contexts

Strategies for Differentiation (SS2)

1. Focus on student growth, instead of grades 3. Be flexible. Always have a backup plan

2. 4.
Always begin with district standard Plan for quiet work days
Strategies for Success (SS2-7) Provide 2 examples of each
Strategies for Success (SS2-7) – Provide 2 examples of each

Think pair share Jigsaw Learning Groups

Anchor Charts Fishbone Graphic Organizer

Analogy Synonym

Comparing Classifying

Graffiti Plot Diagram

Remember Understand

Blooms Verbs (SS8 and SS9)

Create judgment based on criteria

Designing and (Flip a Clip) Animating

APPS:

putting together elements to create a new concept.

Evaluate
Padlet and (AWW) Structuring
APPS:

breakdown of information so that the individual parts and relationships are made clear.
Analyze
Outlining and Structure Mind mapping
APPS:
use of abstractions and a transfer into a new situation.
Apply
Demonstrating and Simulating
APPS:
individual knows what has been taught and can use the material without necessarily
Comprehension relating it to other content

APPS: Explaining and (HanDBase) Organizer

Recall fact and learning

Remember
Describing and Listing (To Do List)
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 doing 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 Increase the amount of personal
that the learner is expected allowed for learning, task assistance to keep the student on
to learn completion, or testing. task or to reinforce or prompt
Example Example Example
Reduce the number of Individualize a timeline for Assign peer buddies
social studies terms a completing a task
l l
Input Difficulty Output
Definition Definition Definition
Adapt the way instruction is Adapt the skill level, problem Adapt how the student can
delivered to the learner. type, or the rules on how the respond to instruction.
learner may approach the work.
Example Example Example
Use different visual aids, Allow the use of a calculator to Instead of answering questions in
enlarge text, plan more figure math problems writing, allow a verbal response
concrete examples

Participation Notes:
Definition
Adapt the extent to which a
learner is actively involved
Example
In geography, have a
student hold the globe,
while others point out
Suggestions for working with Students in Poverty (E12)

Provide access to computers and books that they may not Don’t require costly activities
have access to.

Explain rational behind rules and procedures because they Don’t make comments about appearance
may have different expectations at home

Keep school supply requirements simple so all students Have necessary supplies for all students already in
can afford them. the class.

Reading Strategies to Strengthen Literacy Skills (R8)

Fluency Small group- during reading students read word problems to

help them understand questions

List/Group/Label Small group- before reading Mapping activity to label new

vocabulary

Comprehension Students pull from prior knowledge

Teacher instruction to answer questions.

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, highlighted text, and outlines
2. Build background
Vocabulary self-selection, personal dictionaries
3. Make verbal communication understandable
Content word wall

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

Mnemonics, word splash, and scaffolding
5. Opportunities for interaction
Jigsaw, four corners, and send a problem
6. Practice and application
Discussion circles, solve problems in cooperative groups, use manipulatives
7. Lesson delivery
State orally, written on board, and pacing

8. Review and assess

Word study books, paraphrasing, and systematic study.