Ashley Spears

7/30/2020

GO TOs
Core Values (TIU3)

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

Style: Visual***** Style: Auditory Style: Kinesthetic

ex. ex. ex.

PowerPoint/Flashcards Read-aloud Break off into groups

ex. ex. ex.

Videos Presentation/Lecture Small breaks

Activate the Brain – The R’s (TIU7)

1. Relationships 4. Retrieval 7. Re-Exposing

2. 5. 8.
Rigor Routing Rehearsing
3. 6. 9.
Relevance Retaining Recognizing

Teach the Vocabulary (SS1)

1. 3. Indirect learning of vocabulary, for example,

Repetitive exposure to words
using vocabulary words in numerous different
contexts
2. 4.
Learning vocabulary words prior to Learning vocabulary in both written text
reading text and oral speech

Strategies for Differentiation (SS2)

1. Student Reflection 3. Flexible Grouping

Strategies for Success (SS2-7) Provide 2 examples of each
2. 4.
Anchoring Activities Student Choice
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Strategies for Success (SS2-7) – Provide 2 examples of each

Example 1 Example 2

Cooperative Grouping
Think-Pair-Share Project Based
Graphic Organizers
Venn Gram Mind Maps
Advanced Organizers
Skimming KWL Chart
Similarities / Differences
Compare and Contrast Metaphor
Summarizing & Notetaking

3-2-1 Summary Graffiti

Cues & Questions
1 Minute Paper One Question, One comment, Last word

Blooms Verbs (SS8 and SS9)

Create This level of questioning involves judgment based on criteria. Creating uses verbs like generate, conclude, produce,
decide, defend, justify, support. APPS: Do Ink and Chatter Pix

APPS:

Evaluate Involves putting together elements to create a new concept. Evaluation uses verbs like critique, categorize,
collaborate, combine, contrast, formulate, integrate, reorganize, and revise. APPS: YouTube and Conference
Pad (NearPod)
APPS:

Is the breakdown of information so that the individual parts and relationships are made
Analyze clear. Analyzation uses verbs like diagram, differentiate, illustrate, infer, prioritize, and
correlate. APPS: Course Notes and Popplet
APPS:

Apply Refers to the use of abstractions and a transfer into a new situation. The application-level uses verbs
like chart, collect, predict, produce, provide, report, solve, use. APPS: Inspiration Maps and Multi
Quiz.
APPS:
A level of understanding that shows the individual knows what has been taught and can make use of
Comprehension the material without necessarily relating it to other content. This level uses verbs like classify,
estimate, explain, paraphrase, summarize. APPS: Mental Note and Quick Sketch
APPS:
Involves the recall of fact and learning and uses verbs like define, describe, identify,
Remember label, list, match, name, select. APPS: PowerPoint and Word/Google Docs

APPS:
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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
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.
Time Level of Support
Definition Definition
Adapt the time allotted and allowed for learning, task Increase the amount of personal assistance to keep the
completion, or testing. student on task or to reinforce or prompt the use of
specific skills. Enhance adult-student relationship; use
physical space and environmental structure.

Example Example Example

Reduce the number of social studies terms a Individualize a timeline for completing a task; pace Assign peer buddies, teaching assistants, peer tutors, or
learner must learn at any one time. Add more learning differently (increase or decrease) for some cross-age tutors. Specify how to interact with the
practice activities or worksheets. learners. student or how to structure the environment.

Input Difficulty Output

Definition Definition Definition
Adapt the way instruction Adapt the skill level, problem type, or the rules on how
the learner may approach the work.
Adapt how the student can
is delivered to the respond to instruction.
learner.
Example Example Example
Use different visual aids, enlarge text, plan more Allow the use of a calculator to figure math problem, Instead of answering questions in writing, allow a verbal
concrete examples, provide hands-on activities, simplify task directions, or change rules to response. Use a communication book for some students,
place students in cooperative groups, pre-teach accommodate learner needs. or allow students to show knowledge with hands-on
key concepts or terms before the lesson. materials.

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).
Notes:
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.
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.
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Suggestions for working with Students in Poverty (E12)

1. Listen to them. 4. Stand up for them when they are being bullied or
taunted by peers.

2. Work to boost self-esteem and self-confidence. 5. Take time to explain the rationale behind my rules
and procedures.
3. Never make inappropriate comments about their clothing or 6. Keep outside activity free, not requiring money. This is to
belongings. not embarrass a low-income student if they cannot pay.

Reading Strategies to Strengthen Literacy Skills (R8)

Strategy name When / how to use it Define it

1. Exit Slips They provide teachers with an informal measure of how well Exit slips are written student responses to questions
students have understood a topic or lesson. teachers pose at the end of a class or lesson. These quick,
informal assessments enable teachers to quickly assess
They help students reflect on what they have learned. students' understanding of the material.

2.
Paired Reading Pair students either by same reading ability or by high level Paired reading is a research-based fluency strategy
readers with low level readers. used with readers who lack fluency. In this
strategy, students read aloud to each other.

3. A word wall is a collection of words which are displayed in

Word Walls Make words accessible by putting them where every student can see them. large visible letters on a wall, bulletin board, or other
They should be written in large black letters using a variety of background display surface in a classroom.
colors to distinguish easily confused words.

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, Outlines
2. Build background
Contextualizing Key Vocabulary, Personal Dictionaries, Vocabulary Self-Selection
3. Make verbal communication understandable
Appropriate Speech, Explanation of Academic Tasks, Sentence Strips

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

I Wonder, 1-Minute Write, Thinking Cube
5. Opportunities for interaction
Interaction: Discussions, Four Corners, Wait Time
6. Practice and application
Hands-On Material, Content and Language Knowledge, Language Skills
7. Lesson delivery
Content Objectives, Language Objectives, Student Engagement

8. Review and assess

Paraphrasing, Review Key Concepts, Feedback