Re

Raina Bomar

GO TOs
Core Values (TIU3)

Passion Responsibility

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

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

ex. ex. ex.

Lectures, Small group ABC Chart alphabetical Sing songs, to match lesson
lesson
ex. ex. ex.
Reading center on computer Sequencing Pictures Acting out the story as a play

Activate the Brain – The R’s (TIU7)

1. Relationship 4. Retrieval 7. Re-exposing

2. 5. 8.
Rigor Routing Rehearsing
3. 6. 9.
Relevance Retaining Recognizing

Teach the Vocabulary (SS1)

1. The Game Password 3. Living Word wall

2. 4.
Interactive Word wall Wheel of Fortune

Strategies for Differentiation (SS2)

1. Student Choice 3. Formative Assessment

2. 4.
Tiered Instruction Effective Feedback
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 Grouping students, Homogenous

(similar) or Heterogenous (different) by
Performance
Graphic Organizers
Anchor Chart Concept map

Advanced Organizers
KWL Chart Analogy

Similarities / Differences
Venn Diagram T- Chart

Summarizing & Notetaking

Graffiti 3-2-1 summary

Cues & Questions

555s 5words,5minutes, 5fingers Who, what, when, where, why and
how?

Blooms Verbs (SS8 and SS9)

Create Critique, justify, predict, argue, evaluate

APPS: Imovie, Wordpress

Evaluate Design, compose, explain, formulate, hypothesize

Skype, Edmodo
APPS:

Compare, produce, dramatize, contrast, compare

Analyze
Numbers, Comic Life
APPS:
Use, demonstrate, interpret, prepare discover, apply
Apply
Google Docs, Quick Voice
APPS:
Explain, express, recognize, distinguish, illustrate
Comprehension
Docs to go, Twitter
APPS:
Identify, label, memorize, recall, outline
Remember

APPS: Google, Facebook

Four Questions to redirect behavior (CBM5)

1. Is the behavior present my fault?

2.
Is the behavior present due to the plan in place?

3.
How can we correct to receive the desired behavior?

4.
Is the goal obtainable?

Modifications and Accommodations (E6)

Quantity Time Level of Support
Definition Definition Definition
An adaption of the number of An adjusted time to allow learning, Increase personal assistance to keep
informations a learner is task completion or testing. student on task, enhance adult-student
expected to learn or complete relationship, use physical space and
prior to their assessment environmental structure..
Example Example Example
Reduce the social study terms to Pace learning Peer buddies, teaching aides or utroing
learn at once, and add more
practices for those acitivities

Input Difficulty Output

Definition Definition Definition
Adaption to the way instruction is Adaption to the skill level. Problem Adaption to how the student can
being delivered to the learner type or rules on how a learner may respond to instruction
approach a problem.

Example Example Example

Visual aids, enlarged texts, more Simplify tasks, change the rules to Modify deliverance, instead of writing
concrete examples accommodate the learner. use verbal responses.

Participation Notes:
Definition
Adaption to the extent to a
learners activity with a task.
Example
Have student interact with
assignments, like holding an item
while other students point to
information
Suggestions for working with Students in Poverty (E12)

1. Allow the student to use computers to see printed 4. I will make sure that I do not pity the students
materials somewhere outside a book, helping create because being low income does not mean that the
interest in learning. student is learning disabled.
2. I will take time to explain the reason we have rules, 5. Make sure that I do not insult the student by
because the rules may differ from those at home. mentioning their poor dress or appearance.
3. 6.
I will make sure the student has all necessary supplies Make sure that I have equal opportunity options
to learn. for my low income students just as other students.

Reading Strategies to Strengthen Literacy Skills (R8)

Strategy name When / how to use it Define it

1. Story Sequence BEFORE, DURING, AFTER READING/ Is process of establishing the

COMPHRENSION With small groups, Whole class settings components of beginning, middle,
and for the student individually and end.

2. Alphabet matching BEFORE READING/ With small groups, The systematic& predictable
PHONICS Whole class settings and for the student relationships between letters and
individually sounds
ONSET/RIME GAMES BEFORE READING/ With small groups, The initial unit of any word and the
3. Phonological awareness Whole class settings and for the student letter that follow, usually a vowel
individually or consonants. Helps with
decoding.

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

Make sure the lesson is on a level that the student can learn from, one that is challenging but not uncomfortable.
2. Build background
Using media, interactive games, and desktop learning to assist the students in receiving the lesson taught.
3. Make verbal communication understandable
Explain to students what I am saying and why I am saying it, allow students to make sentences of their own using sentence
strips.
4. Learning strategies (this one should be easy!)
Word wall, letters match activities, puzzles to spell words under the picture.
5. Opportunities for interaction
Allow group learning by establishing group activities, like puzzles, writing group, reading groups.
6. Practice and application
Carpet time discussions of what was discussed, I DO -WE DO- YOU DO applications
7. Lesson delivery
Assign work that allows student to show the skills we have developed throughout our class time

8. Review and assess

Allow assessments that show if the student is comprehending the lessons, like exit tickets, drawing line from question to
answer activities that monitor the learning o the student.