GO TOs

Core Values (TIU3)

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

Visual * Kinesthetic Auditory

Style: Style: Style:
Slide show with key Give specific notes for Lecture/ verbal
images and words to go students to write/fill in as ex. explanations and
ex. ex.
along with lesson. I talk. lessons.
Allow students to draw
ex. Graphic organizers for ex. pictures to illustrate ex. Read books aloud to
ideas. ideas. class.

Activate the Brain – The R’s (TIU7)

1. Relationship 4. Retrieval 7. Re-exposing

2. Rigor 5. Routing 8. Rehearsing

3. Relevance 6. Retaining 9. Recognize

Teach the Vocabulary (SS1)

1. Frayer Model - Four squares, definition, picture, 3. Word games - allow students to manipulate words.
sentence, connections. "Password" (guess the word)

Personal dictionary - meaningfully explore new words,

2. Word walls - can imitate graphic organizers; relevant, 4.
content-focused words. draw pictures, practice. Good for all levels.

Strategies for Differentiation (SS1)

1.
Rotate all students through a variety of 3. Student self-reflection: journals, color-coding,
activities. discussion, exit tickets, rating their learning.

2. Learning style/ interest surveys - could 4. Tiered instruction--assignments divided into 2 or 3 tiers,
administer first day(SS2-7)
of school providing different pathways to the same material.
Strategies for Success Provide 2 examples of each
Strategies for Success (SS2-7) – Provide 2 examples of each

Example 1 Example 2
Circle discussion; someone keeps track of Jigsaw--home groups, expert groups.
Cooperative Grouping who has contributed, "maps" Expert groups learn, go back to teach.

Folded graphic organizer--allows info to KWL chart/ plot map

Graphic Organizers
be organized behind labeled folds.

Venn Diagram to make connections with KWL chart/ plot map

Advanced Organizers prior knowledge.

Rank 'Em! - Cut apart cards with terms/items, Circuit time- novel excerpts, must write down
Similarities / Differences and rank by any system they choose. evidence that setting or time is different from ours.

Graffiti- draw picture, 1 inference, 3-2-1 Summary: 3 big ideas/facts, 2

Summarizing & Notetaking conclusion or prediction. examples/applications/inferences, 1 question/conclusion

Cues & Questions One minute paper "brain dump," draw Slap down game--ABCD cards, slap down the
answer that is the worst answer, and explain why.
conclusion.

Blooms Verbs (SS8)

Create design, summarize, write, tell, compose
APPS: Adobe spark, canva
Evaluate compare, contrast, predict, support, critique

APPS: padlet, weebly

Analyze illustrate, interpret, dramatize, apply, show, use

APPS: thinglink, wevideo

Apply relate, sketch, show, construct

APPS: sway, google earth

Comprehension explain, summarize, paraphrase, describe, rewrite

APPS: google cardboard, google scholar

Remember describe, repeat, identify, outline, relate
APPS: wordle, microsoft onenote
Four Questions to redirect behavior (CBM6)

What are you doing?

1.

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
Less or more More or less time complete, Teacher or peer personal support.
work/information to learn. different pacing. Can include environment and
physical supports.
Example Example Example
Fewer/more words to define Give extra time to answer Put those that need it in a small
based on context. questions and write definition. group and work with them while
others work independently.

Input Difficulty Output

Definition Definition Definition
The way instruction is Change rules or skill level Change how students show their
delivered. required. knowledge.

Example Example Example

Larger print, extra visual aids Simpler text selections, with Allow them to answer questions
to illustrate content of easier words to identify. verbally instead of writing them
paragraphs, read aloud. down.

Many of these should happen during the course of a regular

Participation Notes:
lesson anyway, which is how you are able to differentiate for
Definition everyone while leading the entire class. If you incorporate
Extent to which students are different inputs and outputs, create opportunities for
involved. participation, and provide some flexibility in terms of time,
Example then it becomes much easier to add minor modifications for
those who need it.
Have students read paragraphs
aloud, or choose which
word/passage they want to use.
Suggestions for working with Students in Poverty (E12)

Teach vocabulary in context. Be a good role model to them.

1. 4.

2. Teach summarization. 5. Provide books and other reading materials.

3. Promote higher order thinking skills through 6. Make school supplies available to them.
discussion and open-ended questions.

Reading Strategies to Strengthen Literacy Skills (R8)

Strategy name When / how to use it Define it

1. First lines Before reading Make predictions based on first line

only. Discuss, and later come back to.

2. Chorale reading During reading Read first while students follow along,
then have them read in unison.

Topic sentence--top bun Supporting sentences

Paragraph hamburger After reading (writing) -- fillings Concluding sentence -- bottom bun.
3.

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 Leveled study notes, visual aids, graphic organizers

contextualizing vocabulary, vocab self-selection, word

2. Build background sorts

3. Make verbal communication understandable paraphrase student responses, cut up sentence strips,
power point presentations

4. Learning strategies (this one should be easy!) Peer tutoring, cooperative learning, drills and practice

Practice answers with partner before sharing with

5. Opportunities for interaction
class, writing headlines, 3 step interview

6. Practice and application Writing in diary format, playing review games,

discussion circles
7. Lesson delivery One or two content objectives, language objectives
written on board, 90-100% time engagement
8. Review and assess
Word study books, informal summarizing,