Denisse Perez 9/6/2020

GO TOs
Core Values (TIU3)

Growth

Happiness

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

Style: Visual* Style: Kinethetic* Style: Auditory

Visual*

ex. ex. ex.

Videos Hands-On Activities Lectures

ex. ex. ex.

Pictures Movement Reading Out Loud

Activate the Brain – The R’s (TIU7)

1. Relationship 4. Retrieve 7. Retaining

2. 5. 8.
Rigor Routing Rehearsing
3. 6. 9.
Relevance Re-exposing Reorganizing

Teach the Vocabulary (SS1)

1. Repetitive exposure to words 3. Indirect learning of vocab ex: vocab words in

numerous different contexts

2. 4.
Learning vocab words prior to reading text Learning vocab in both text and oral speech

Strategies for Differentiation (SS2)

Strategies for Success (SS2-7) Provide 2 examples of each

1. Modeling with think-alouds 3. Using graphic organizers/mind maps

2. 4.
Breaking a topic into four parts Creating opportunities for student
conversation/discussion
Strategies for Success (SS2-7) – Provide 2 examples of each

Jigsaw Four Corners

Fishbone Anchor Chart

Venn Diagram Connect 4 Thinking

T Chart Compare/Contrast

3-2-1 Summary Plot Diagram

1-Minute Paper Investigating the Question Slap Game

Blooms Verbs (SS8 and SS9)

Create Justify, argue, defend, evaluate, assess

APPS: YouTube, Canva

Evaluate Compose, develop, hypothesize, construct, devise

Weebly, Skype
APPS:

Compute, interpret, modify, produce, predict

Analyze
Excel, News
APPS:
Demonstrate, discover, prepare, solve, write
Apply
Zoom, Periscope
APPS:
Paraphrase, classify, recognize, review, illustrate
Comprehension
Clips, Docs
APPS:
Define, list, label, recall, memorize
Remember

APPS: Quizlet, OneNote

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)

Quantity Time Level of Support
Definition Definition Definition
Adapt the number of items that the Increase the amount of personal assistance to
learner is expected to learn or the
Adapt the time allotted and allowed keep the student on task or to reinforce or
number of activities student will for learning, task completion, or prompt the use of specific skills. Enhance adult-
complete prior to assessment for testing. student relationship; use physical space and
mastery. environmental structure.
Example Example Example
Reduce the number of social studies terms Assign peer buddies, teaching assistants, peer
Individualize a timeline for completing a task; tutors, or cross-age tutors. Specify how to
a learner must learn at any one time. Add
pace learning differently (increase or decrease) interact with the student or how to structure the
more practice activities or worksheets.
for some learners. environment.

Input Difficulty Output

Definition Definition Definition
Adapt the way instruction is Adapt the skill level, problem type, or Adapt how the student can respond to
delivered to the learner. the rules on how the learner may instruction.
approach the work.

Example Example Example

Use different visual aids, enlarge text, plan more Instead of answering questions in writing, allow a verbal
concrete examples, provide hands-on activities,
Allow the use of a calculator to figure math
response. Use a communication book for some students,
place students in cooperative groups, pre-teach problem, simplify task directions, or change
or allow students to show knowledge with hands-on
key concepts or terms before the lesson. rules to accommodate learner needs. materials.

Participation Notes:
Definition Alternate Goals: Adapt the goals or outcome expectations while using the same materials.
When routinely utilized, this is only for students with moderate to severe disabilities. Ex:
Adapt the extent to which a learner is
actively involved in the task.
In a social studies lesson, expect a student to be able to locate the colors of the states on a
map, while other students learn to locate each state and name the capital.
Example
Substitute Curriculum (Sometimes called “functional curriculum”): Provide different
In geography, have a student hold the
globe, while others point out locations. instruction and materials to meet a learner’s individual goals. When routinely utilized, this
Ask the student to lead a group. Have the is only for students with moderate to severe disabilities. Ex: During a language lesson, a
student turn the pages while sitting on student is learning toileting skills with an aide.
your lap (kindergarten).
Suggestions for working with Students in Poverty (E12)

Praise their school success instead of what they own Make sure that a free lunch is an option

Arrange a bank of shared supplies for students to borrow Make it clear that you value all students for their
character, not their possessions

Do not require costly activities Keep your expectations for poor students high

Reading Strategies to Strengthen Literacy Skills (R8)

Comprehension After reading lesson Having the students write down

what the book was about

Pairing students strategically based on

Fluency Paired reading reading level (high with low), and
having them take turns reading

Vocabulary Having students brainstorm all

List-Group-Label
words they think relate to the book

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 organizer, Highlighted text, Jigsaw text reading
2. Build background
Vocabular self-selection, Content word wall, Concept definition map
3. Make verbal communication understandable
Appropriate Speech, Explanation of academic tasks, Think-Aloud

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

Create a poem, chant, song, or play, Graphic organizer, GIST summarizing strategy
5. Opportunities for interaction
Pairing students to do activities that “table talk”, Four corners, Students can “phone” (ask) a friend for help
6. Practice and application
Hands-on material, Playing a game for content review (Jeopardy), Partner students in group work before independent work

7. Lesson delivery
Content objective should be clearly stated on board& said orally, Language objective as well, Activities are student-engaging

8. Review and assess

Paraphrasing, Summarizing with partners, Agree/Disagree or Yes/No