Taryn Johnson

GO TOs
Core Values (TIU3)

Compassion Optimism

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

Style: Visual* Style: Kinesthetic* Style: Auditory

ex. ex. ex.

Charts Small group projects Audio books

ex. ex. ex.

Videos Small group demonstrations Repeating important points

Activate the Brain – The R’s (TIU7)

1. 4. 7. relationship
Retrieval
Re-exposing

2. 5. 8. routing
rigor rehearsing

3. 6. 9.
relevance
retaining
recognize

Teach the Vocabulary (SS1)

1. 3. Simile
Theme

2. 4.
Tone
Haiku

Strategies for Differentiation (SS2)

1. Flexible Grouping 3. Anchoring Activities

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

Example 1 Example 2

Cooperative Grouping Four

I’vecorners
Got This

Graphic Organizers
Cause and Effect
Compare and Contrast

Advanced Organizers
Venn
KWL Diagram
Chart

Similarities / Differences
Rank ‘Em
T-chart

Summarizing & Notetaking

Graffiti
Cornell Notes

Cues & Questions

1-minute paper
Slap Down Game

Blooms Verbs (SS8 and SS9)

Create Design, construct, develop

APPS: Canva

Evaluate Rate, value, appraise

APPS: Skype

Categorize, discover, interpret

Analyze
Simple mind-mind mapping
APPS:
Use, sketch, produce
Apply
Google docs
APPS:
Infer, paraphrase, describe
Comprehension
Annotate
APPS:
Duplicate, memorize, repeat
Remember

APPS: One Note

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 we going to fix that?

Modifications and Accommodations (E6)

Quantity Time Level of Support
Definition Definition Definition
Adapt the number of items that Adapt the time allotted and allowed Increase the amount of personal
the learner is expected to learn for learning, task completion, or assistance to the student on task
or the number of activities testing.
students will complete
Example Example Example
Reduce the number of terms Individualize a timeline for completing Assign peer buddies
a task

Input Difficulty Output

Definition Definition Definition
Adapt the way instruction is Adapt the skill level, problem types, or Adapt how the student can respond to
delivered to the learner the rules on how the learner may instruction
approach the work

Example Example Example

Use different visual aids Simplify task directions Instead of answering questions in
writing, allow verbal response

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

Example
Ask the student to lead a group
Suggestions for working with Students in Poverty (E12)

1. Expose students to print media 4. Take time out to explain rationale for rules and
procedures

2. Keep expectations high 5. Keep school supplies requirements as simple as

possible

3. 6.
Don’t make comments about clothing unless they are in Do not require costly activities
dress code violation

Reading Strategies to Strengthen Literacy Skills (R8)

Strategy name When / how to use it Define it

1. Anticipation Guide Before reading/ individually, with small Used to activate student’s prior
groups, whole class setting knowledge and build curiosity
about a new topic
2.
Concept Maps During reading/ individually, with small A visual organizer that can enrich
groups, whole class setting students’ understanding of a new
concept
3. Question Answer After reading/ individually, with small By learning that the answers to some
Relationship groups, whole class setting questions are "Right There" in the text, that
some answers require a reader to "Think and
Search," and that some answers can only be
answered "On My Own," students recognize
that they must first consider the question
Making content comprehensible for ELL students (R9) before developing an answer.

Write at least 3 strategies / techniques that you could easily implement in your classroom for your content

1. Prepare the lesson

Graphic organizers, outlines, supplemental material
2. Build background
Voc. Self selection, content word wall, personal dictionaries
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!)

Discussions, reciprocal teaching, “I Wonder”
5. Opportunities for interaction
Encouraging more elaborate responses, fostering student to student interaction, grouping
6. Practice and application
Hands on materials, clustering, small group discussions
7. Lesson delivery
Objectives, student engagement, pacing

8. Review and assess

Paraphrasing, “school talk” sessions, authentic assessment