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 Time Level of Support
Definition Definition Definition
reduce number of items student is adjusting the time allowed (increased or increase time that someone is assisting the
expected to learn or reduce number decreased) for learning, activity/talk student with meeting expectations.
of activities prior to assessment. 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 Notes:
Definition Alternate Goals: adapt outcome expectations while using same materials. Ex: instead
adapt how much the student is of writing a letter, can use pictures to share impacts on the colonies.
actively involved in the task. 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
Example the globe.
student can point to visual aides
during presentation in front of the
class with their group.
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.
