Amber McTaggart

21 May 2020

GO TOs
Core Values (TIU3)

My first core value was kindness. Other words I chose My second core value was growth. While it is
were Calmness and Warmth, because I really seek to biological, I believe that growth is also a conscious
embody these in all my relationships. I was raised in a choice we have to make to better ourselves. There are
household where the firm saying was “if you don’t so many things I do not know, and without
have anything nice to say, don’t say anything at all.” acknowledging that I would not have the ability to
This has groomed me into a woman that seeks to be learn from others. While everyday it is my job to
empathetic and care how my actions and words affect teach another young mind, it is also important that I
others. Kindness means thinking about how everything am learning from my peers, and even situations that
you do can have an effect on the people around you my students are in. This goes along with kindness
and reflecting when you have negatively affected because after a situation I must reflect on it and use
someone so that when you encounter them again or are what I can to grow the next time. As a young girl, I
in the same situation the outcome can be different. This watched my mom start as a 5th grade teacher, and grow
plays in a huge part in teaching because our and learn until she became an AP. To see the choice she
relationships can be so important and fragile with our had to make to reflect on situations, and grow and learn
students, their family, and other coworkers, so it is from others influenced me to want to grow and always
important that I am showing kindness at all times to become better.
leave a positive impact on those people.
Learning Styles (TIU4) Learning styles with 2 examples – place a star by your preferred styles

Style: Audio Style: Visual Style: Kinesthetic *

Watching a Brainpop Jr.

ex. Listening to rap vocabulary ex. Video with new concepts ex. Using manipulatives in math
songs class

ex. Lecturing students ex. Using an anchor chart as ex.

guidance Putting body actions to vocab

Activate the Brain – The R’s (TIU7)

1. Relationship 4. Retrieval 7. Re-Exposing

2. 5. 8.
Rigor Routing Rehearsing
3. 6. 9.
Relevance Retaining Recognize
Teach the Vocabulary (SS1)

1. Frayer Model - four-square graphic organizer for students to 3. Word Games

write out the definition, examples, and characteristics or an
illustration.

2. 4.
Word Wall Personal Dictionary

Strategies for Differentiation (SS2)

1. Anchor charts for specific topics and models to be 3. Peers and adult mentors/ parental support
hung around the classroom

2. Using different learning styles to plan, audio and 4. Tiered activities during Daily 5 stations
video records, as well as movement activities
Strategies for Success (SS2-7) – Provide 2 examples of each

Example 1 Example 2

Cooperative Grouping Four Corners Inner/Outer Circle

Graphic Organizers
Anchor Chart Concept Map

Advanced Organizers
Writing Process Map – Hamburger KWL Chart
Paragraph Writing
Similarities / Differences
T-Chart Venn Diagram

Summarizing & Notetaking

Cornell Notes 3-2-1 Summary

Cues & Questions

Brain Dump – 1 Minute One Question, One Comment, Last Word

Blooms Verbs (SS8 and SS9)

Create Design, construct, develop, author, investigate

APPS: Adobe Spark Video, Anchor

Evaluate Argue, defend, select, support, critique

Skype, Twitter
APPS:

Organize, relate, compare, contract, examine

Analyze
SimpleMind + Mind Mapping, Wufoo
APPS:
Solve, use, demonstrate, interpret, sketch
Apply
Google Docs, Autodesk Sketchbook
APPS:
Classify, describe, discuss, explain, locate, select
Comprehension
Clips, Airtable
APPS:
Define, list, memorize, repeat, state
Remember

APPS: Quizlet, Google

Four Questions to redirect behavior (CBM5)

1. Are you meeting our classroom expectations?

2.
What is a better choice to make?

3.
What is the current task we are working on?

4.
Where should that material be? Where should your focus be?

Modifications and Accommodations (E6)

Quantity Time Level of Support
Definition Definition Definition
Adapt the number of items that the
learner is expected to learn or the number Adapt the time allotted and Increase the amount of personal assistance to keep
the student on task or to reinforce or prompt the
of activities student will complete prior allowed for learning, task use of specific skills.
to assessment for mastery.
completion, or testing.
Example Example Example
Break down the objective to smaller Giving some students longer on the exit
mastery level, and have more Strategic partner pairs for pair shares
ticket and others read silently while
practice for one concept. waiting.
and discussions.

Input Difficulty Output

Definition Definition Definition
Adapt the way instruction is Adapt the skill level, problem type, Adapt how the student can
delivered to the learner. or the rules on how the learner may respond to instruction.
approach the work.
Example Example Example
Anchor chart of text, or projection Differentiation in number of details Oral response on exit ticket, instead of
of book on the board needed for academic groups written.

Participation Notes:
Definition
Adapt the extent to which a learner
is actively involved in the task.

Example
Holding a Socratic seminar about
book we have read for all student to
discuss
Suggestions for working with Students in Poverty (E12)

1. Providing technology access to students who may have 4. Teach a positive and inclusive classroom culture.
limited access at home.

2. Set the bar the same, economic status, does not define 5. Expose students to a wide variety of activities and
academic achievement. Expectations should be high for all. field, examples – field trips, classroom speaker
3. 6.
Do not make economic requests for, supplies or activities, use Build relationships with students and familiies
free resources.

Reading Strategies to Strengthen Literacy Skills (R8)

Strategy name When / how to use it Define it

1. A graphic organizer that helps

Story Maps During Reading, After Reading
students learn story elements.

2.
Word Wall Before Reading, During Reading, After Words in large visible letters on wall, that
Reading students will find in writing and texts.

3.
Partner Reading During Reading Students read aloud to 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

Summary of text questions – TDQs, Jigsaw reading, Graphic Organizer
2. Build background
Personal dictionary folders, Word Wall, Word Sorts
3. Make verbal communication understandable
Reading Thinking Steps, Modeling of Tasks, Appropriate Speech

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

“I wonder”, Gist Summarizing, Illustration (Anchor Charts)
5. Opportunities for interaction
Think- Pair Shares, JigSaws, Socratic Seminars
6. Practice and application
Discussion Circles, Partner Work , Using Graphic Organizers
7. Lesson delivery
Language Objectives, Academic Learning Time, 100% Student Engagement through Attentions Getters

8. Review and assess

Exit Tickets, Response Boards, Lesson Closing Questions