GO TOs

Core Values (TIU3)

Resourcefulness Authenticity

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

Visual * Auditory Tactile

Style: Style: Style:

- writing down notes and -Demonstrating new

- giving opportunities to
ex. directions ex. ex. techniques or procedures
recite points back
- using charts and - Hands-on learning,
ex. -Talking about new ex. concepts reinforced with
ex. incorporating graphics into
techniques or procedures manipulatives
presentations

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. Word Walls - visual math reference, repeated expose 3. Personal Dictionary / Glossary - ongoing to help recall
to words to build fluency information, holding themselves accountable

Learning words in context prior to using them- concepts

2. Learning vocabulary in both written text and oral 4.
speech - modeling "x to the power of 5" like functions, intercepts, slope

Strategies for Differentiation (SS2)

Instructional Scaffolding - chunking/listing steps for solving Transparent Learning - explicit instruction, jump-starts at the
1. math problems. Organizational tools, interaction, models. 3. beginning of class, use feedback and make sure they
understand how to demonstrate mastery.

2. Student Reflection - students assessing their own readiness, 4. Tiered Instruction - especially as a SPED teacher that provides
rate themselves, color code skills, keeping work and accommodations, guided questions, word banks, glossaries,
Strategies
reflectionfor Success
journal, prepare(SS2-7) Provide
them to advocate for2themselves.
examples of highlighting
each key information, in a way that doesn't lower the bar
Strategies for Success (SS2-7) – Provide 2 examples of each

Example 1 Example 2
think-pair-share - student first have an opportunity to think for assigning roles - holds group members accountable for
themselves, then they are grouped and discuss, then they can participation, differentiates work and allows contributers to feel
Cooperative Grouping share to the larger class. gets every student engaged and talking. useful and know what their part of the group is.

Anchor charts - active, students add to it, linking skills, KWL charts - organize what they know, what they want to
Graphic Organizers keeping a copy of the anchor charts in their own journals. know, and what they learned, into a 3-column chart they can
add to

Venn Diagram - make connections with new KWL charts - organize what they know, what they want to
Advanced Organizers material/prior knowledge, compare and contrast know, and what they learned, into a 3-column chart they can
add to

Ranking as a group - by importance, time period, how well you

T-Chart - draw a T, put each subject on understand a topic, by significant.
Similarities / Differences its own side, compare and contrast them

Graffiti - creative way to express a summary over a 3-2-1 - 3 big ideas or details they learned, 2 examples or
major concept. includes inferences, conclusons, and applications, and 1 question or conclusion. Good way to
Summarizing & Notetaking predictions summarize the day on an exit ticket

1-minute paper - brain-dump for a minute, then answer "I can Nine squares - read a text, then do 5 details, 2 inferences
Cues & Questions conclude this is important because _____". can be used as an (what does it mean?), and 2 conclusions (why does it matter?)
exit ticket.

Blooms Verbs (SS8-SS9)

Create produce new/original work - Critique, Assess, Compare, Justify, Support

APPS: Skype, Fotobabble, Street View

Evaluate justify a stand or decision - Design, Arrange, Compose, Reconstruct, Reorganize

APPS: Twitter, Padlet, Chrome

Analyze draw connections - Demonstrate, illustrate, predict, relate, sketch

APPS: Google Sheets, WeVideo, Google Photos

Apply use information in new situations - Solve, construct, interpret, relate, show

APPS: Zoom, SparkPage, Google Classroom

Comprehension
explain ideas or concepts - Describe, defend, express, identify, locate

APPS: Picmonkey Collage, BeFunky

Remember recall facts and basic concepts - Define, label, order, select, name

APPS: Popplet, Wordle, Search

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
Adapt the number of items that the Increase the amount of personal assistance to keep
learner is expected to learn or the number
Adapt the time allotted and the student on task or to reinforce or prompt the use
of activities student will complete prior to allowed for learning, task of specific skills. Enhance adult-student relationship;
use physical space and environmental structure.
assessment for mastery. completion, or testing.
Example Example Example
Reduce number of exit ticket Give extra time on exit tickets Work with coteacher in small group
problems while others do independent practice

Input Difficulty Output

Definition Definition Definition
Adapt the way instruction is Adapt the skill level, problem type, Adapt how the student can respond to
instruction.
delivered to the learner. or the rules on how the learner
may approach the work.
Example Example Example
Accommodated packets with Take out fractions, "tricky" Student can answer verbally
glossaries, scaffolding, lesson problems, stick with just the rules instead of writing
jump-starts not the exception.

Participation Notes:
Definition
Adapt the extent to which a learner
is actively involved in the task.
Example

Student can be the scribe

when working in table
groups.
Suggestions for working with Students in Poverty (E12)

Provide print media access at school Don't make comments about clothes or
1. 4. belongings

2. Keep expectations high 5. Be mindful of school supplies you expect students

to purchase

3. Do not require costly actiivities 6. Arrange a supply of shared supplies for students
to borrow

Reading Strategies to Strengthen Literacy Skills (R8)

Strategy name When / how to use it Define it
During reading. Organize ideas into categories and use lines a visual organizer to sort concepts and ideas
1. Concept Maps and arrows to show how they're connected to the main idea to deepen understanding and comprehension
and to the other ideas

During reading with small groups, assign parts to each child, Strategy to develop fluency. Kids read out loud their parts of a
2. Reader's Theatre have them read their scripts for practice, and then present play. Normally with my LLI groups we have a script matched
with a story they read. The stories include a lot of dialogue.
the play as a whole

Use it continuously in the classroom, add new stuff often. A collection of words which are displayed in large visible
Word walls Refer to it often, use it as a permanent model for high letters on a wall, bulletin board, or other display in the
3. frequency words, reference support classroom.

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, highlighted text, marginal notes

Content word wall, personal dictionary, concept definition

2. Build background map

Explanation of academic tasks - step by step, use a varity

3. Make verbal communication understandable of techniques, use gestures and hands on activities

Mnemonics/Acronyms, Procedural scaffolding, writing

4. Learning strategies (this one should be easy!) GISTs

5. Opportunities for interaction Varying group structure, wait time, encouraging elaborate
responses

6. Practice and application Hands on materials/manipulatives, modeling correct

english, discussion circles

7. Lesson delivery Clearly supported objectives, active student involvement,

pacing
8. Review and assess Paraphrasing, Informal assessments, providing feedback