Amairanys Rodriguez 4-21-2020

GO TOs
Core Values (TIU3)
Generosity Optimism

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

Style: Auditory Style: Visual Style: Kinesthetic

ex. ex. ex.

Reading out loud Drawing notes and examples Hands on activities/ projects

ex. ex. ex.

Recording tapes and listening Watching videos/clips Using props for examples
to recordings

Activate the Brain – The R’s (TIU7)

1. 4. 7. Relationship
Retrieval
Re-exposing

2. 5. 8. Routing
RigorRehearsing

3. 6. 9.
Relevance
Retaining
Recognize

Teach the Vocabulary (SS1)

1. 3. Communicating
It improves reading
ideas –comprehension
password game- word wall

2. 4.
It’s important
Expressing towriting-
yourself in language development-
Routing
Rehearsing

Strategies for Differentiation (SS2)

1. Formative assessments 3. Transparent learning for students

Strategies
2. Tieredfor Success (SS2-7) Provide 2 examples of
instruction
4. each
Student reflection
Strategies for Success (SS2-7) – Provide 2 examples of each

Example 1 Example 2

Cooperative Grouping Homogeneous abilityon

Grouping students groups-
learning
grouping students
preferences- on similar
Students knowledge
can assist each
onother
topicwith similar questions

Graphic Organizers The

Theweb layoutbooklet
creative to havethat
onestudents
general can
topic
and
cutbranch out to
and create various subtopics
themselves like a little
book.
Advanced Organizers Expository layouttothat
Venn diagram branches
compare and contrast 2
downward into
or more topics.separate ideas and
personal comments.
Similarities / Differences Venn diagramtohelps
Classifying show
arrange compare
items and
in groups
contrast
and categorize.

Summarizing & Notetaking Identify important

Use webbing information
to connect with on
information
understanding of the concept
notes, highlight, circle or color code.

Teacher should always

Praise students when itremind students
is earned and of
Cues & Questions
success and provide
achievement feedback
is reached to reachthe
to motivate
goals.
student.

Blooms Verbs (SS8 and SS9)

Create Design, invent, formulate, generate, plan

APPS:

Evaluate Attach, rate, support, explain, defend

APPS:

Analyze Categorize, compare, discover, sketch, illustrate

APPS:
Show, solve, prepare, apply, change
Apply

APPS:
Explain, describe, locate, rewrite, summarize
Comprehension

APPS:
Define, memorize, name, reproduce, select
Remember

APPS:
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
Adjust how many assignments Enough time will be given to the Ensure the student has enough support
will the student complete before student to test and do assignments to use their skills.
they master the assessment

Example Example Example

Work with different types of Pace how long an assignment should Have a certain student help explain
activities and assignments to help take from start to completion to help differently how they came to
facilitate different learning styles evaluate progress understand the topic

Input Difficulty Output

Definition Definition Definition
Change the way instructions are Use different difficulty levels for Adapt to how the student receives
given appropriate work instructions and how they respond to it

Example Example Example

Try verbal, visual or a story line A hard topic can be broken down first Change the way instructions are given
to then build up to more difficult topic and how the different instructions affect
the student’s understanding and work

Participation Notes:
Definition
Involvement by the student and
others that are assisting.
Example
Creating a skit or a game to help
facilitate instructions or connect
concepts.
Suggestions for working with Students in Poverty (E12)

1. Create none to low cost projects 4. Go over rules and procedures in the classroom

2. Provide newspapers and magazines for printed material 5. Keep expectations high for the students

3. 6.
Have a stock of extra materials in case students need to Only address a student’s clothes when they are in
borrow violation nof the dress code

Reading Strategies to Strengthen Literacy Skills (R8)

Strategy name When / how to use it Define it

1. Concept maps During reading A visual organizer to deepen

student’s understanding.

2.
Anticipation guide Before reading Activities using key concepts and
sentences prior to the reading
3. Partner reading During reading Using partners to read together and
encourage each other.

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

1. Graphic organizers 2. Highlighted text 3. Leveled study guides
2. Build background
1. Personal dictionaries 2. Concept definition map 3. Content word wall
3. Make verbal communication understandable
1. Appropriate speech 2. Verbal techniques 3. Multimedia and other technologies
4. Learning strategies (this one should be easy!)
1. Mnemonics 2. Questioning techniques 3. Using think-a-louds
5. Opportunities for interaction
1. Grouping configurations 2. Wait time 3. Four corners
6. Practice and application
1. Discussing and doing 2. Social interaction 3. Reading, writing and speaking integration
7. Lesson delivery
1. Pacing 2. High level of student engagement 3. Minimize boredom, off-task behaviors.
8. Review and assess
1. Evaluation 2. Word study books 3. Structured review for key concepts.