Sydney Griffin July 2019
GO TOs
Core Values (TIU3)
Encouragement Resilience
Learning Styles (TIU4) Learning styles with 2 examples – place a star by your preferred styles
Style: *Visual* Style: Auditory Style: Kinesthetic
ex. Use anchor charts and ex. Read aloud to students ex. Students role play
diagrams
ex. Use videos to teach ex. Give students a chance to ex. Do hands on activities and
verbalize information experiments
Activate the Brain – The R’s (TIU7)
1. Relationships 4. Retrieval 7. Re-exposing
2. Rigor 5. Routing 8. Rehearsing
3. Relevance 6. Retaining 9. Recognizing
Teach the Vocabulary (SS1)
1. Play word games (Ex: Crosswords, Wheel 3. Word Wall (Can be interactive, subject specific,
of fortune, etc.) etc.)
2. Frayer Model (Graphic Organizer) 4. Vocabulary Journal/ Word Study Book (Students
write their own dictionary for new vocab to use
in class)
Strategies for Differentiation (SS1)
1. Strategy 2: Flexible Grouping 3. Strategy 7: Formative Assessment
2. Strategy 4: Student Reflection 4. Strategy 11: Anchor Activities
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 Think-Pair-Share Place Mat, Inner/Outer Circle
Graphic Organizers Concept Map Foldable, Anchor Charts
Analogy, Know-Want to Know- Learn
Advanced Organizers Venn Diagram Chart
Similarities / Differences Thinking Maps Classifying, Rank ‘Em
Summarizing & Notetaking 3-2-1 Summary Graffiti, Retelling Reading Strategy (5
fingers)
Cues & Questions Comprehension Tower Nine Squares, One Question-One
Comment-Last Word
Blooms Verbs (SS8)
Create Categorize, Arrange, Design, Tell, & Write
APPS: Animation Desk & Anchor Podcast
Evaluate Rate, Explain, Describe, Compare, & Judge
APPS: Padlet(.com), Adobe Spark Page & AWW App
Analyze Illustrate, Contrast, Discover, Demonstrate, & Predict
APPS: SimpleMind+Mind Mapping, ThingLink, & Popplet
Apply Change, Solve, Show, Relate, & Use
APPS: Microsoft Sway, Autodesk SketchBook, & Koma Koma
Comprehension Discuss, Review, Give Examples, Identify, & Classify
APPS: Clips, Annotate, & Airtable
Remember Label, Match, Relate, List, Define, & Arrange
APPS: Quizlet, Mindmeister, Google & Wordle(.com)
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) = Based on weekly lesson plan
Quantity Time Level of Support
Definition Definition Definition
Adapt the number of items that the Adapt the time allotted and allowed for Increase the amount of personal assistance
learner is expected to learn or number learning, task completion or testing to keep the student on task or to reinforce or
of activities student will complete prior prompt use of specific skills. Enhance adult-
to assessment for mastery. student relationship; use physical space and
environmental structure
Example Example Example
Reduce the number of activities a Increase amount of time to complete Assign the student specific peer buddy
student will complete during rotation assessment activities partners for the group activities
activities
Input Difficulty Output
Definition Definition Definition
Adapt the way instruction is delivered Adapt the skill level, problem type, or the Adapt how the student can respond to
to the learner rules on how the learner may approach the instruction.
work
Example Example Example
Enlarge text on student handouts Simplify the directions for the assignments for Allow student to verbally explain work instead
the student of writing it
Participation Notes:
Definition
Adapt the extent to which a learner is
actively involved in the task.
Example
Allow student to help writing on the
chart by holding markers or point
during questions
Suggestions for working with Students in Poverty (E12)
1. Do not require costly activities 4. Provide access to computer and books to use
during school
2. Have extra supplies students can use in case 5. Do not make comments about clothes or
they do not have any possessions unless necessary
3. Keep expectations high for poor students 6. Work to boost their self-esteem
Reading Strategies to Strengthen Literacy Skills (R8) = Reading Rockets
Strategy name When / how to use it Define it
Before/During/After reading + Matching activity to learn
1. Alphabet Matching Individual/Small group/Whole Class capitol and lowercase letters
Before reading + Individual/Small Vocabulary strategy used to
2. Concept Sort group/Whole Class learn new topics/concepts
3. Onset/Rime Before reading + Individual/Small Teach how to decode new
group/Whole Class words when reading/spelling
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 A. Graphic organizers B. Taped text C. Highlighted text
2. Build background A. Vocabulary through song B. Visual vocabulary C. Contextualizing key vocabulary
3. Make verbal communication understandable A. Instructions step by step B. Hands on activities C. Use simple speech
4. Learning strategies (this one should be easy!) A. Illustrate new ideas B. Thinking cube C. Procedural scaffolding
5. Opportunities for interaction A. 3 Step interview B. Various grouping methods C. Use other bilingual staff to help
6. Practice and application A. Play a game for content review B. Hands-on experiences C. Discussion circles
7. Lesson delivery A. Class time planned efficiently B. Have specific objectives C. Active student involvement
8. Review and assess A. Word study books B. Provide feedback C. Thumbs up/Thumbs down assessment
