GO TOs

Core Values (TIU3)

Teamwork Professionalism

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

Style: Visual * Style: Auditory Style: Kinesthetic

ex. ex. ex. Students are out of their normal

using pictures to represent the Groups are collaborating in small work area
impacts groups

ex. creating a video for the ex. ex. using the different resources in the
presenting facts to the rest of the classroom to perform their task
compare/contrast class

Activate the Brain – The R’s (TIU7)

1. Recognizing 4. Relationships 7. Rigor

2. 5. 8.
Relevance Retrieval Routing
3. 6. 9.
Re-exposing
Retaining Rehearsing

Teach the Vocabulary (SS1)

1. 3.
Playing games like Wheel of Fortune or Words maps like the Frayer Model.
Jeopardy.
2. 4.
Word Walls with visual representations. Interactive word walls.

Strategies for Differentiation (SS2)

1. Resource materials at varying readability levels 3. Varied manipulatives and resources

2. 4.
Highlighted vocabulary Charts and models
Strategies for Success (SS2-7) Provide 2 examples of each
Strategies for Success (SS2-7) – Provide 2 examples of each

Four Corners I’ve Got This

Anchor Charts Venn Diagram

Plot Diagram KWL Chart

classifying to arrange things into

Venn Diagram to compare groups

3-2-1 Summary Cornell Notetaking

one question, one comment, last word

One minute paper

Blooms Verbs (SS8 and SS9)

Create categorize, develop, design, reorganize, combine

APPS: Imovie, voicethread

Evaluate assess, defend, justify, evaluate, argue

APPS: shareboard, Google+

Analyze interpret, relate, practice, compare, contrast

APPS: ComicLife, Inspiration Maps

apply, predict, discover, demonstrate, construct
Apply

APPS: Animation Creation, Evernote

Comprehension distinguish, infer, locate, summarize, indicate

APPS: QuizCast, BlogDocs

describe, recall, outline, label, arrange
Remember

APPS: ithoughts, DocsToGo

Four Questions to redirect behavior (CBM5)

1. What are you doing?

2.
What should you be doing?

3.
What can you do to start doing that?

4.
What can I do to help you get started on the right track?

Modifications and Accommodations (E6)

Quantity
Definition
reduce number of items student is
expected to learn or reduce number
of activities prior to assessment.
Time Level of Support
Definition Definition
adjusting the time allowed (increased or increase time that someone is assisting the
decreased) for learning, activity/talk student with meeting expectations.
completion, or testing.

Example Example Example

reduce number of impacts on the giving student extra time to discuss topic student is assigned a peer buddy within
colonies that the student will have to with small group. their small group to assist with
identify and talk about. participation.

Input Difficulty Output

Definition Definition Definition
adapting the way instruction is adapting expectations or skill level so that adapting how student can respond to
delivered to the student. the student can approach the work at their instruction.
level.

Example Example Example

using visual aides for the different expecting the student to share at least Instead of writing a letter, student and
impacts and colonies. one fact with their group. record or simply verbally share with another
student.

Participation
Definition
adapt how much the student is
actively involved in the task.
Example
student can point to visual aides
during presentation in front of the
class with their group.
Notes:
Alternate Goals: adapt outcome expectations while using same materials. Ex: instead
of writing a letter, can use pictures to share impacts on the colonies.
Substitute Curriculum: providing different instruction and materials to meet student’s
individual goals. Ex: student using an online program to identify the United States on
the globe.
Suggestions for working with Students in Poverty (E12)

Provide access to computers and books so they can see Keep school supply requirements simple.
and work with printed materials.

Don’t make comments about their clothes or supplies unless they Have a community class supply box.
are in violation of the dress code.

Keep the same expectations for all students. Lowering them for a Do not require costly activities like expensive field
student that lives in poverty will hurt them, not help them. trips.

Reading Strategies to Strengthen Literacy Skills (R8)

Word wall Before, during, and after reading. Small or A word wall is a collection of words
large group, individually. which are displayed in large visible
letters on a wall, bulletin board, or
other display surface in a classroom.

A concept map is a visual organizer that

Concept Maps During reading, small or large group, can enrich students' understanding of a
individually. new concept.

After reading. Small or large group, Summarizing teaches students how to discern the most
Summarizing important ideas in a text, how to ignore irrelevant
individually. information, and how to integrate the central ideas in a
meaningful way.

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, highlighting key concepts in texts, and pictures/visuals.

2. Build background
vocabulary self-selection, content word wall, and concept definition map.

3. Make verbal communication understandable

appropriate speech, think alouds, and sentence strips.

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

“I wonder” brainstorming, word splash, and question cube.

5. Opportunities for interaction

pairing students together, information gap activities, and appropriate wait time based on culture.

6. Practice and application

hands on activities, games like Jeopardy, and modeling correct English.

7. Lesson delivery
content objectives are clearly stated, content objectives are posted in the room, and pacing of presented information should be good enough to keep them
interested but not overwhelming.
8. Review and assess
school talk sessions, true/false assessments, and daily oral feedback.