GO TOs

Core Values (TIU3)

Compassion Success

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

Auditory Visual * Kinesthetic*

Style: Read alouds Style: Charts/Graphs Style: math manipulatives
Informal discussions Demonstrations experiments
ex. ex. ex.

ex. ex. ex.

Activate the Brain – The R’s (TIU7)

1. relationships 4. rigor 7. relevance

2. rehearsing 5. retaining 8. retrieval

3. recognizing 6. re-exposing 9. routing

Teach the Vocabulary (SS1)

1. word walls 3. personal dictionaries

wheel of fortune
2. word games 4.

Strategies for Differentiation (SS1)

1.
flexible grouping 3. tiered instruction

2. effective feedback 4. student choice

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

Example 1 Example 2
face to face interaction interpersonal and small group skills
Cooperative Grouping

Graphic Organizers foldable graphic organizer KWL charts

Advanced Organizers venn diagram KWL charts

thinking map
Similarities / Differences T Chart

Solving equations 3-2-1 summary

Summarizing & Notetaking

Cues & Questions 1-minute paper comprehension tower

Blooms Verbs (SS8)

Create Produce new or original work
APPS: Canva, animoto
Evaluate justify a stand or decision
APPS: skype, aww ap
Analyze Draw connections among ideas

APPS: microsoft excel, padlet

Apply use information in new situations

APPS: koma koma, autodesk sketchbook

Comprehension explain ideas or concepts
APPS: airtablet, adobe spark post
Remember recall facts and basic concepts
APPS: microsoft one notebook, quizlet
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
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.
Time
Definition
Adapt the time allotted and
allowed for learning, task
completion, or testing.
Example
Individualize a timeline for completing a
task; pace learning differently (increase
or decrease) for some learners.
Level of Support
Definition
Increase the amount of personal assistance to keep
the student on task or to reinforce or prompt the use
of specific skills. Enhance adult-student relationship;
use physical space and environmental structure
Example
Assign peer buddies, teaching assistants, peer
tutors, or cross-age tutors. Specify how to interact
with the student or how to structure the
environment.

Input Difficulty Output

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.
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.

Substitute Curriculum
Participation Notes:
Definition Sometimes called “functional curriculum”
Adapt the extent to which a learner
is actively involved in the task. Provide different instruction and materials to meet a
Example learner’s individual goals. When routinely utilized, this is
only for students with moderate to severe disabilities.
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).
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 be school situations. At home, they may function under a different set of social rules.
1. 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
Letter naming is a strong predictor of later reading success
1. Alphabet Matching before, during and after reading Learning letter names helps a child learn letter sounds
It helps students develop their understanding of the alphabetic principle

A concept map is a visual organizer that can enrich students' understanding of a new

2. Concept Maps During Reading concept. Using a graphic organizer, students think about the concept in several ways. Most
concept map organizers engage students in answering questions such as, "What is it?
What is it like? What are some examples?" Concept maps deepen understanding and
comprehension.

Exit slips are written student responses to questions teachers pose at

Exit Slips After reading the end of a class or lesson. These quick, informal assessments enable
3. teachers to quickly assess students' understanding of the material.

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, outlines, highlighted texts

2. Build background contextualizing key vocabulary, personal dictionaries,

content word wall
3. Make verbal communication understandable
appropriate speech, explanation of academic tasks,
think-alouds
4. Learning strategies (this one should be easy!) mnemonics, GIST, "I WONDER"

opportunities for interaction, encouraging more

5. Opportunities for interaction
elaborate responses, fostering student-student
interaction
6. Practice and application Hands on material/manipulatives, application of
content and language knowledge, integration of
language skills
7. Lesson delivery pacing, engaged students, content objectives

8. Review and assess review of key vocabulary, scaffolding, Review of key

concepts, work books