Erika Corredor Alvarez April 10th, 2024

GO TOs
Core Values (TIU3)

COMPASSION INCLUSIVENESS

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

Style Style
Visual learning Auditory Read/write
: ex. * Style : ex.
Pamflets
Videos ex.
ex. : ex. Writing a short
Mind maps ex.
Songs piece
Audio books

Relationships 4. Retrieval Retaining

Activate the Brain – The R’s (TIU7)
1.7.

2.8. 5.
Rehearsing
3. Rigor 6. Routing 9.

Relevance Re- exposing Recognizing

Teach the Vocabulary (SS1)

1. 3.
Word walls Word games
2. 4.
Wheel of fortune password
 Modeling with think-aloud Breaking a topic
Strategies for Differentiation (SS2)
1.3.

2.4.
Mind maps Creation opt for discussion
1. Questionaries - ideas on how to approach “x” topic.
2. Create small groups and give each a topic - create hypothetical scenarios 3.
Create timelines, and mind maps divide info just on titles, and highlight titles/
dates/ numbers, and words.
3. Divide by teams and use seminars for discussion.

Example 1 Example 2

Cooperative Grouping Give an opinion about the video

Introduce their self and
about pets
Graphic Organizers
Create a visual map of the seasons Make a collage of likes/dislikes
Advanced Organizers
Group elements by color Create a pyramid of foods base on
3 daily meals
Similarities / Differences
Organize words that have similar vs
different meaning meanings
Summarizing &Notetaking
Summarize the story Write 5 main ideas
Cues & Questions What is the actual problem in the
Why/what/how of the book
story
Strategies for Success (SS2-7) – Provide 2 examples of each

Blooms Verbs (SS8 and SS9)

Create
APPS: Assess, attach, describe, explain, summarize
Evaluate

Categorize, write, re write, tell, plan

APPS:

Analyze
Categorize, compare, choose, modify, demonstrate
APPS:

Apply
Use, apply, interpret, solve, illustrate
APPS:
Comprehension
Explain, paraphrase,, give example, translate,
APPS:
Remember
APPS: Define, describe, name, recognize, repeat

Cbm 5

*No apologies
*Draw the map
*Break it down
*Everybody writes
*entry routine
*strong voice
*Normalize error
Four Questions to Redirect Behavior (CBM5)

1.
Planning that ensures academic achievement
2.
Engaging students in your lesson
3.

Creating a strong classroom culture

4.

Building character and trust

Modifications and Accommodations (E6)

Quantity Tim Level of Support
e
Definition Definition
Adapt the number of items that the learner is Definition Increase the amount of personal assistance to keep the
expected to learn or the number of activities Adapt the time allotted and allowed for learning, task student on task, to reinforce or prompt the use of
students will complete prior to assessment for specific skills. Enhance adult-student relationships;
completion, or testing
mastery. use physical space and environmental structure.

Example Example Example

Use daily task to identify, the time of the day like Use peers as guides, allow them to work in small
Just dividing the day in 3 periods instead
meals, instead of clock hours group (max 4) or with partners to balance the ones
of using the hours as guidance
advance with the ones behind

Input Difficulty Outp

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

Example Example Example

Use visual aides like slide shows, use the meal Allow students to use tools, like visual charts, Let the kids gather in circle time and ask questions,
times and other visual examples easier to elements in the classroom, or give hints so make it interactive and engaging, make stops in the
recognize. Songs and charts are also great to they can be able to remember, associate it song to see if the can fill the gap.
picture the scenario.
with elements the already recognize
 Participation Notes:
Definition
Adapt the extent to which a learner is
actively involved in the task.

Example
Let them lead the songs, name wrong
events just to make sure they are in the
same boat and correct you.
 Suggestions for working with Students in Poverty (E12)

1. 4.
VISUAL WRITTING
2. 5.
LISTENING/HEARING SPEECH COMMUNICATION
3. 6.
READING ORG. & MEMORY

Strategy name When / how to use it Define it

1.

Summarize Every time you read Briefly describe what you have read

2.
Write down key words, unknown words, and
Note taking Always, specially if having trouble
remembering or understanding main ideas

3.
Always you read
Have goals set Have a clear idea about the purpose of the
reading, have a schedule set for reading

Reading Strategies to Strengthen Literacy Skills (R8)

Resources to make better readers (R8)

2.alphabet matching
-Give the name of the 1.elkonin boxes/sound boxes 3.word wall
strategy: Phonics
Phonological awareness Phonics, spelling, vocabulary,
Small groups/individual/whole writing
Small groups/individual/whole class
class Whole class

1. when we are introducing Using technology as a

resource will be the best way This will be an everyday
new words to our word pile,
to apply this technique, the activity part of our routine, in
we will just divide the words in
online apps or games give the every class we will ave the
boxes, as we repeat the word
added value of having word/s of the day we will ad
we create awareness of
pictures and sounds that help them to our wall, as we learn
where exactly to divide as
the learning of a second them. We will segmented for
many words in Spanish can
language supported and pronunciation purposes, we
- Describe when / how to require more or less letters
facilitates the comprehension will put it in phrases as
use it: then in English during the and reinforces the examples of proper use, we
pronunciation, for example pronunciation. will repeated in order to
letters that began with “Q”
slowly added into our mental
when pronouncing with an “e” This will be ideal for the glossary and we will write to
or “i” require a “U” in between beginning of the school year practice it, las we will added
that will always be needed to where the alphabet will be the to our board as proof of been
be together however has no first item in our learning learned.
sound. bucket list

- Describe the strategy: 1.Segments the words in The strategy has the facility to Simply will be a word written
 phonemes, this will help my on a flashcard added to a wall
use online resources and
students with the that has a collection of words
facilitates the learning by
pronunciation specially in the that we have been using daily
giving images and sounds
cases where vowels make and learning, this will be not
that support the learning of a
different noises when they are only proof of a words learned
new word and makes it fun,
in company of certain but also a reminder of the
engaging and easier.
consonants. words we recognize
Making content comprehensible for ELL students (R9)
Write at least 3 strategies/techniques that you could easily implement in your classroom for your co
1. Prepare the lesson
-graphic organizers
-leveled study guidelines
-highlighted text
2. Build background
-content word wall
-visual vocabulary
-word sorts
3. Make verbal communication understandable variety of techniques (all can be use with
multimedia support)
-graphic organizers
-pre teaching key words
-power point presentations
4. Learning strategies (this one should be easy!) -illustrate
-word splash
-question-answer relationship
5. Opportunities for interaction -oral rehearsal
-pairing students allowing them to have a moment for them to solve the questions, formulate them or ask/
answer dynamic
-dialogue journals
6. Practice and application
-discussion circles
-graphic organizers
-bingo
7. Lesson delivery
-clear objectives from the beginning of the lesson
-pacing the lesson according to students needs
-use clear vocabulary
8. Review and assess
-paraphrasing
-evaluation
Word study books

T11 - VISION OF AN EDUCATOR

1. What research-based strategies -Homework and practice
will you see in my classroom? -Summarizing
-Reinforcing effort and giving praise
-Setting objectives
1. What technology will you see in -game base learning
my classroom? -learning platforms
1. What are the important - Clear objectives
elements of lesson planning that - Variarity of teaching/learning
need to be incorporated for
activities base on age group
student success?
- Strategies to keep track of student
individual understanding and
comprehension
1. In classroom behavior - when someone is talking we all
management, you learned about listen
rules, procedures, routines, and
- Raise hands to pick a turn to talk
organization. What are the non-
negotiables for my classroom? - Once the class starts all eyes on
me
- We respect everyone, and
everyones different learning skills/
learning process

1. In my classroom, how can I In the most obvious way for me will

assure that all students have an be taking turns, all questions asked
equal opportunity to master
in the class will have the same
learning?
impact grading wise even thought
the will assume testing will be the
most important we will have a non
official verbal testing thru the
school year where I can see where
students are and allowing everyone
to have a chance to answer
questions or even ask questions
depending own the lesson we are
currently reviewing.
TEKS FOR SPANISH
19 TAC Chapter 128. Texas Essential Knowledge and Skills for Spanish Language Arts and Reading and English as a
Second Language
State Board of Education Rules
Subchapter A. Elementary
§128.1. Implementation of Texas Essential Knowledge and Skills for Spanish Language Arts and Reading,
Elementary, Adopted 2017.
§128.2. Spanish Language Arts and Reading, Kindergarten, Adopted 2017. §128.3. Spanish Language Arts and
Reading, Grade 1, Adopted 2017. §128.4. Spanish Language Arts and Reading, Grade 2, Adopted 2017. §128.5.
Spanish Language Arts and Reading, Grade 3, Adopted 2017. §128.6. Spanish Language Arts and Reading, Grade 4,
Adopted 2017. §128.7. Spanish Language Arts and Reading, Grade 5, Adopted 2017.
Subchapter B. Middle School
§128.20. Implementation of Texas Essential Knowledge and Skills for Spanish Language Arts and Reading and
English as a Second Language, Middle School, Adopted 2017.
§128.21. Spanish Language Arts and Reading, Grade 6, Adopted 2017. §128.22. English Learners Language Arts
(ELLA), Grade 7, Adopted 2017. §128.23. English Learners Language Arts (ELLA), Grade 8, Adopted 2017.
Subchapter C. High School
§128.30. Implementation of Texas Essential Knowledge and Skills for English as a Second Language, High School,
Beginning with School Year 2009-2010.
§128.31. English I for Speakers of Other Languages (One Credit), Beginning with School Year 2009-2010. §128.32.
English II for Speakers of Other Languages (One Credit), Beginning with School Year 2009-2010.
§128.33. Implementation of Texas Essential Knowledge and Skills for English as a Second Language, High School,
Adopted 2017.
§128.34. English I for Speakers of Other Languages (One Credit), Adopted 2017.
§128.35. English II for Speakers of Other Languages (One Credit), Adopted 2017.
§128.36. English Language Development and Acquisition (ELDA) (One Credit), Adopted 2017.
August 2019 Update Page 1