GO TOs

Core Values (TIU3)

Compassion Advocacy

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

Style: Visual *** Style: Auditory Style: Kinesthetic

Providing students with visual Reading content to students I play music with dance
ex. examples ex. when working one on one. ex. moves that go along with
learning a topic.
I maintain eye contact as much
ex. as possible with students when ex. I often repeat what I student ex. I have kids move to different
has told me when they answer stations when learning
talking to them
correctly to confirm that they different topics to keep them
were right interested.
Activate the Brain – The R’s (TIU7)

1. 4. 7. Rigor rehearsing
Routing

2. 5. 8. Re-exposing
Relevance
Recognizing

3. 6. 9.
Retrieve
retaining
Relationships

Teach the Vocabulary (SS1)

1. 3. Learning
Indirectvocab words
learning before reading
of vocabulary, the text
for example,
using vocabulary words in numerous different
contexts
2. 4.
Repetitive
Learning exposure
vocab in to and
written text words
oral speech

Strategies for Differentiation (SS2)

1. Individualized Instruction 3. Respectful Tasks

2. Transparent Learning 4.
Tiered Instruction
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

Graphic Organizers
Anchor Chart
Concept Map

Advanced Organizers
Venn
KWL Diagram
Chart

Similarities / Differences
Compare and Contrast
Classifying

Summarizing & Notetaking

Plot Diagram
3-2-1 Summary

Cues & Questions Once student has answered the question,

Pose
ask questions
additional and give wait time
questions

Blooms Verbs (SS8 and SS9)

Create
Create
APPS: iMovie, Wordpress
Evaluate Rate
APPS: Skype, Edmodo
Analyze Analyze
SurveyPro, MindMash
APPS:

Apply Write
Googledocs, Adobe Connect
APPS:

Comprehension Describe
Quizcast, Google Search
APPS:

Remember Identify
iThoughts, Twitter
APPS:
Four Questions to redirect behavior (CBM5)

1.

2.

3.

4.

Modifications and Accommodations (E6)

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

Example Example Example

Reduce the number of social studies Individualize a timeline for completing a Assign peer buddies, teaching assistants, peer
terms a learner must learn at any one tutors, or cross-age tutors. Specify how to interact
task; pace learning differently (increase with the student or how to structure the
time. Add more practice activities or
or decrease) for some learners. environment.
worksheets

Input Difficulty Output

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

Example Example Example

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

Participation
Definition Notes:
Accommodation – change that helps the
student overcome or work around a disability
Modification - change in what is being taught
to or expected from the student

Example
Accommodation – preferential
seating
Modification – reduction of
homework
Suggestions for working with Students in Poverty (E12)

1. Provide access to technology such as iPads or laptops 4. Keep expectations high and do not let them believe
since they may not be able to afford it at home. their circumstance will prevent them from success.

2. Avoid costly activities, these students may not be able to 5. Be patient, remember that some of these students
purchase items or go on certain field trips. have different expectations of them at home.

3. 6.
Help them celebrate milestones. Sometimes they are Provide a “bank” of school supplies so that if they
unable to at home are unable to purchase some they have access to
them

Reading Strategies to Strengthen Literacy Skills (R8)

Strategy name When / how to use it Define it

1. Alphabet matching Before, during, and after reading. Activity for kids to help recognize
Individually, small groups, and whole class and learn their alphabet letters

Exit slips are written student responses

2. to questions teachers pose at the end of
Exit Slips After reading a class or lesson. These quick, informal
assessments enable teachers to quickly
Individually, small groups, and whole class assess students' understanding of the
material.
3. Partner Reading During reading
Small Groups Partner Reading is a cooperative
learning strategy in which two
students work together to read an
assigned text.

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

1. Provide outlines for taking notes. 2. Provide leveled study guides. 3. Give supplementary materials
2. Build background
1. Contextualize key vocab. 2. Create a concept map. 3. Have a content word wall.
3. Make verbal communication understandable
1. Use appropriate speech. 2. Explain the academic tasks (give step by step instructions). 3. Use a variety of
techniques
4. Learning strategies (this one should be easy!)
1. Create a poem, chant, or song to demonstrate new learning. 2. Make a word splash using important words in the text. 3.
Contrstruct a graphic organizer.
5. Opportunities for interaction
1. Foster student to student interactions. 2. Provide cooperative learning activities (jigsaw, etc) 3. Encourage
6. Practice elaborate responses
and application
1. Hands on material for practice. 2. Application of Content and Language Knowledge. 3. Integration of language
skills
7. Lesson delivery
1. Language and content delivery MUST BE CLEAR 2. Students must be engaged. 3. Minimize off task behaviors
and boredome.
8. Review and assess
1. Review key vocab. 2. Scaffold 3. Provide feedback