GO TOs

Core Values (TIU3)

Caring Teamwork

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

Auditory Visual Kinesthetic *

Style: Style: Style:

ex. Asking to repeat points back ex. ex. Exercises to demonstrate

Use graphs, charts, and diagrams.
to you and participate

ex. ex. ex. Write down things to remember

Textbooks on tape Give quiet time to read

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 - Frayer uses a four-square graphic 3. Word Games - Word games are an excellent addition to
organizer for students to write out the definition, other vocabulary instruction methods because they
examples, and characteristics or an illustration. combine play with learning, helping students to do with
words what
Personal hands do- Personal
Dictionary with tools:dictionaries,
Learn to manipulate
or word
2. Word Walls - A word wall is a collection of words 4. them.
which are displayed in large visible letters on a wall, study books, are personal journals that students create
bulletin board, or another display surface in a to keep a running guide to vocabulary words and
classroom. concepts.

Strategies for Differentiation (SS1)

1.
Design Respectful Tasks 3. Create Tiered Instruction

2. Use Flexible Grouping 4. Provide Anchor Activities

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

Example 1 Example 2
Make An Appointment Four Corners
Cooperative Grouping

Graphic Organizers Fishbone Graphic Organizer Anchor Chart

Advanced Organizers Skimming Know-Want to Know-Learn (KWL) Chart

T-Chart
Similarities / Differences Circuit Time

3-2-1 Summary Graffiti

Summarizing & Notetaking

Cues & Questions Investigating the Question (IQ) Slap Down 1 Minute Paper
Game

Blooms Verbs (SS8)

Create Student originates, integrates, and combines ideas into a product, plan or proposal that is new to him or her.

APPS: Podcasting Youtube

Evaluate Student appraises, assesses, or critiques on a basis of specific standards and criteria.

APPS: Groups Skype

Analyze Student distinguishes, classifies, and relates the assumptions, hypotheses, evidence, or structure of astatement or question

APPS: Surveying Outlining

Apply Student selects, transfers, and uses data and principles to complete a problem or task with a minimum of direction.

APPS: Soundation Voice

Student translates, comprehends, or interprets information based on prior learning.
Comprehension

APPS: Docs Blogging

Remember Student recalls or recognizes information, ideas, and principles in the approximate form in which they were learned.

APPS: Recalling Alerts

Four Questions to redirect behavior (CBM5)
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
Definition
Adapt the number of items that the
learner is expected to learn or the number
of activities student will complete prior to
assessment for mastery.
Example
Reduce the number of social studies
terms a learner must learn at any one
time. Add more practice activities or
worksheets.
Input
Definition
Adapt the way instruction is
delivered to the learner.
Example
Use different visual aids, enlarge text, plan more
concrete examples, provide hands-on activities,
place students in cooperative groups, pre-teach
key concepts or terms before the lesson.
Participation
Definition
Adapt the extent to which a learner
is actively involved in the task.
Example
In geography, have a student hold the
globe, while others point out locations.
Ask the student to lead a group. Have the
student turn the pages while sitting on
your lap (kindergarten).
Time Level of Support
Definition Definition
Increase the amount of personal assistance to keep
Adapt the time allotted and the student on task or to reinforce or prompt the use
allowed for learning, task of specific skills. Enhance adult-student relationship;
use physical space and environmental structure.
completion, or testing.
Example Example
Individualize a timeline for completing a Assign peer buddies, teaching assistants, peer
tutors, or cross-age tutors. Specify how to interact
task; pace learning differently (increase with the student or how to structure the
or decrease) for some learners. environment.
Difficulty Output
Definition Definition
Adapt the skill level, problem type, Adapt how the student can
or the rules on how the learner respond to instruction.
may approach the work.
Example Example
Allow the use of a calculator to figure math Instead of answering questions in writing, allow
problem, simplify task directions, or change a verbal response. Use a communication book
rules to accommodate learner needs. for some students, or allow students to show
knowledge with hands-on materials.
Alternate Goals
Notes: Adapt the goals or outcome expectations while using the same materials. When routinely utilized, this is only for students
with moderate to severe disabilities.
For example:
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.
Substitute Curriculum
Sometimes called “functional curriculum”
Provide different instruction and materials to meet a learner’s individual goals. When routinely utilized, this is only for
students with moderate to severe disabilities.
For example:
During a language lesson, a student is learning toileting skills with an aide.
Suggestions for working with Students in Poverty (E12)
Provide access to computers, magazines, newspapers, and books so Students who live in poverty may not always know the correct behaviors for
low-income students can see and work with printed materials. School may school situations. At home, they may function under a different set of social rules.
1. be the only place where they are exposed to print media. 4. Take time to explain the rationale for rules and procedures in your classroom.

Be careful about the school supplies you expect students to purchase.

2. Keep your expectations for poor students high. 5. Keep your requirements as simple as you can for all students.
Poverty does not mean ignorance.

3. Don’t make comments about your students’ clothes or 6. Arrange a bank of shared supplies for your students to
belongings unless they are in violation of the dress code. borrow when they are temporarily out of materials for class.

Reading Strategies to Strengthen Literacy Skills (R8)

Strategy name When / how to use it Define it
Choose a book or passage that works well for reading aloud as a group:

1. Choral Reading During Reading/Individually, small patterned or predictable (for beginning readers)
not too long; and

groups, and whole class is at the independent reading level of most students
Provide each student a copy of the text so they may follow along. (Note: You may wish to
use an overhead projector or place students at a computer monitor with the text on the
screen)
Read the passage or story aloud and model fluent reading for the students.
Ask the students to use a marker or finger to follow along with the text as they read.
Make words
Reread accessible
the passage andbyhaveputting them where
all students in theevery
groupstudent
read thecanstory
see or
them. They aloud
passage shouldin
Before during or after reading/ Individually,
2. Word Walls
be written in large black letters using a variety of background colors to distinguish easily
unison.
confused words.
small groups, and whole class Teachers and students should work together to determine which words should go on the
word wall. Try to include words that children use most commonly in their writing. Words
should be added gradually — a general guideline is five words per week.
Use the word wall daily to practice words, incorporating a variety of activities such as
chanting, snapping, cheering, clapping, tracing, word guessing games as well as writing
Select a pair of polar opposite words.
them.

Semantic Gradients Before during or after reading/ Individually, Generate

Provide
Arrange
that words
at leastpractice
enough
thefrom
words
five synonyms
theinwall
a way
are that
for each
so that words
makes
always
areofread
the opposite
a bridge
spelled
and spelled
frominone
correctly
words.
automatically and make sure
theopposite
children'sword
dailytowriting.
the other.
3. small groups, and whole class Continuums
New
Use
can should
information
Havecontent-area
be donebehorizontal
students discuss
material
added onora vertical,
theirfrom
rationale for placing
the curriculum
in a ladder-like fashion.
regular basis.
certain
rather thanwords in certain
randomly locations.
selected words.
Encourage
Word walls a conversation
should about
be referred the subtle
to often differences
so students come among the words.
to understand and see their
relevance.

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 / Jigsaw Text Reading / Supplementary

Materials: Sources

2. Build background Content Word Wall / Word Generation / Vocabulary through

Songs

3. Make verbal communication understandable Appropriate Speech / Explanation of Academic Tasks / Use
of a variety of techniques

4. Learning strategies (this one should be easy!) Mnemonic / Gist / QAR

Encouraging more elaborate answers / Jigsaw / Send a

5. Opportunities for interaction problem

Modeling correct English / Discussing & "Doing" / Hands on

6. Practice and application
Practice

7. Lesson delivery Well planned lessons / Opportunities to apply learning /

appropriate amount of time

8. Review and assess Word Study Books / Link review to concept objectives /
Response Boards