GO TOs

Core Values (TIU3)

Leadership relationships

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

Style: visual Style: auditory Style: Kinesthetic

ex. ex. ex.

Charts, graphs reciting Hands on activities

ex. ex. ex.

presentations Asking questions Role playing

Activate the Brain – The R’s (TIU7)

1. 4. 7. Relationships
retrieval
Re-exposing

2. 5. 8. routing
rigor rehearsing

3. 6. 9.
relevance
retaining
recognizing

Teach the Vocabulary (SS1)

1. 3. Repetitive
Learning exposure
vocabulary to words
words prior to reading text

2. 4.
Indirect
Learning learning of
vocabulary in vocabulary,
both writtenfor
textexample,
and oralusing
vocabulary words in numerous different contexts
speech

Strategies for Differentiation (SS2)

1. Modeling with think a-louds 3. Using graphic organizers/mid maps

Creating opportunities for student

2. Breaking a topic into parts 4. conversation/discussion
Strategies for Success (SS2-7) Provide 2 examples of each
Strategies for Success (SS2-7) – Provide 2 examples of each

Example 1 Example 2

Cooperative Grouping Four corners-

Jigsaw- home student pick vaction
and expert groups
destination

Graphic Organizers
Graphs
Anchor CHart

Advanced Organizers
Venn
KWL Diagramn
Chart

Similarities / Differences
Compare
T-Chartand contrast

Summarizing & Notetaking

3-2-1 Summary
Plot Diagram

Cues & Questions

! IQ
minSlap
Paper
down game

Blooms Verbs (SS8 and SS9)

Create WeVideo

APPS:

Evaluate Twitter, Skype

APPS:

Excel
Analyze

APPS:
Autodesk Sketch Book
Apply

APPS:
Tumbler
Comprehension

APPS:
quizlet
Remember

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 going to do about it?

Modifications and Accommodations (E6)

Quantity Time Level of Support

Definition Definition Definition

Adapt the number of items that the Increase the amount of personal assistance to
Adapt the time allotted and allowed for learning,
learner is expected to learn or the number keep the student on task or to reinforce or prompt
task completion, or testing.
of activities student will complete prior the use of specific skills. Enhance adult-student
to assessment for mastery. relationship; use physical space and
environmental structure.
Example Example Example
Reduce the number of social studies terms Individualize a timeline for completing a task;
a learner must learn at any one time. Add Assign peer buddies, teaching assistants, peer tutors, or cross-age tutor
pace learning differently (increase or decrease)
more practice activities or worksheets the environment.
for some learners.

Input Difficulty Output

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

Example Example Instead of answering questions in writing, allow a

verbal response. Use a communication book for
use different visual aids, enlarge text, plan Allow the use of a calculator to figure math some students, or allow students to show
more concrete examples, provide hands-on problem, simplify task directions, or change rules knowledge with hands-on materials.
activities, place students in cooperative to accommodate learner needs.
groups, pre-teach key concepts or terms
before the lesson.

Participation Notes:
Definition
Adapt the extent to which a learner is
actively involved in the task.

Example

In geography, have a student hold the globe, while others point out
locations. Ask the student to lead a group. Have the student turn
the pages while sitting on your lap (kindergarten).
Suggestions for working with Students in Poverty (E12)
 Provide access to computers, magazines, newspapers, and books so low- Students who live in poverty may not always know the correct
income students can see and work with printed materials. School may be behaviors for school situations. At home, they may function under
1. the only place where they are exposed to print media. 4. a different set of social rules. Take time to explain the rationale
for rules and procedures in your classroom.
Keep your expectations for poor students high. Poverty does not mean
ignorance.
2. 5.
1. Be careful about the school supplies you expect
students to purchase. Keep your requirements as simple as
Don’t make comments about your students’ clothes or belongings unless
you can for all students.
they are in violation of the dress code
3. 6.
Arrange a bank of shared supplies for your students to borrow
when they are temporarily out of materials for class.

Reading Strategies to Strengthen Literacy Skills (R8)

An anticipation guide is a comprehension strategy that is used before reading to

activate students' prior knowledge and build curiosity about a new topic. Before
Strategy
Anticipation
name
Before reading, When
students/ how
listen to
to use it several statements about
or read Define
keyitconcepts presented
Individually, in the text; they're often structured as a series of statements with which the students
Guide can choose to agree or disagree. Anticipation guides stimulate students' interest in a
1. small groups,
topic and set a purpose for reading.

Concept Before A concept map is a visual organizer that can enrich students' understanding of a new
Individually, concept. Using a graphic organizer, students think about the concept in several ways.
Map small groups, Do not require costly activities. For example, if you require
2. Most concept map organizers engage students in answering questions such as, "What
students to pay for a field trip, some of them will not be able to
is it? What is it like? What are some examples?"
go. Concept maps deepen understanding
and comprehension.
Exit Before
Exit slips are written student responses to questions teachers pose at the end of a
3. Slip Individually,
class or lesson. These quick, informal assessments enable teachers to quickly assess
small groups,
students' understanding of the material.

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 organizer, Outlines, studyguides
2. Build background
Key Vocabulary, Content word wall, Concept definition map
3. Make verbal communication understandable
Appropriate Speech, Variety of Techniques, Scaffolding Technique

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

Word Splash, Graffiti Write, Thinking cube
5. Opportunities for interaction
Grouping configurations, Cooperative learning, Jigsaw
6. Practice and application
Manipulatives, Social interaction, Intergration of Language skills
7. Lesson delivery
Student engagement, pacing, language objectives

8. Review and assess

INFORMAL assesement, school talk sessions, word study books