Sadi Atkinson

January 14, 2022

GO TOs
Core Values (TIU3)

Ambition Calmness

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

Style: Visual Style: Auditory Style: Kinesthetic *

Providing students with Giving students time to ask Having students create a
ex. ex. sculpture with clay.
ex. pictures, charts and graphs questions during a lesson.
Setting up stations with
Have presentations that Playing an audio recording of different activities related to
ex. include visual examples. ex. the book we are reading in ex. the lesson.
class.

Activate the Brain – The R’s (TIU7)

1. Rigor 4. Routing 7. Rehearsing

2. 5. Re-exposure
8.
Relevance Reorganizing
3. 6. 9.
Retrieve Retaining Recognize

Teach the Vocabulary (SS1)

1. Word Games 3. Word Journals

2. 4.
Word Walls Digital vocabulary activities

Strategies for Differentiation (SS2)

Strategies for Success (SS2-7) Provide 2 examples of each
1. Using Tiered Instruction to simplify a lesson on 3.
Using Flexible Grouping to partner my students up
value scale and shading. with others who have similar skill levels.

2. Providing Anchoring Activities for my students to 4. Compacting Curriculum for students who have already
do whenever they finish their work early. master the current curriculum being taught.
 Sadi Atkinson
January 14, 2022
Strategies for Success (SS2-7) – Provide 2 examples of each

Four Corners Activity I’ve Got This Activity

Anchor Charts Concept Maps and Brainstorming Webs

Connect 4 Thinking Know-Want to Know-Learn Chart

T-Charts Rank ‘Em!

3-2-1 Summary Cornell Notes

“Remember this Name” “Who is this person?”

Blooms Verbs (SS8 and SS9)

Create Slideshow Creator, WeVideo, Adobe Spark Video, Canva, Anchor, Animation Desk

APPS:

Evaluate Notion, Google Meet, Twitter, Adobe Spark Page, Miro, Weebly

APPS:

SimpleMind, Popplet, Padlet, Wufoo, Microsoft Excel, ThingLink

Analyze

APPS:
iRig Recorder LE, KOMA KOMA for iPad, IPEVO Whiteboard, Google Docs, Sketchbook
Apply

APPS:
Airtable, Annotate, Clips, Tumblr, Feedly, Creative Cloud Express
Comprehension

APPS:
Quislet, Reminders, Microsoft OneNote, VoiceThread, Mind Mapping, Google
Remember

APPS:
 Sadi Atkinson
January 14, 2022
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
Adapt the number of items that the learner
is expected to learn or the number of Adapt the time allotted and Increase the amount of personal assistance to keep the
student on task, to reinforce or prompt the use of
activities students will complete prior to allowed for learning, task specific skills. Enhance adult-student relationships; use
assessment for mastery.
completion, or testing. physical space and environmental structure.

Example Example Example

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

Input Difficulty Output

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

Participation Notes:
Definition
Adapt the extent to which a learner is
Alternate Goals: Adapt the goals or outcome expectations while using the
actively involved in the task. same materials. When routinely utilized, this is only for students with moderate
to severe disabilities.
Example
In geography, have a student hold the
globe, while others point out locations.
Substitute Curriculum: Provide different instruction and materials to meet a
Ask the student to lead a group. Have the learner’s individual goals. When routinely utilized, this is only for students with
student turn the pages while sitting on moderate to severe disabilities.
your lap (kindergarten).
 Sadi Atkinson
January 14, 2022
Suggestions for working with Students in Poverty (E12)
Provide access to computers, magazines, newspapers, and Be careful about the school supplies you expect
books so low-income students can see and work with printed students to purchase. Keep your requirements as
materials. School may be the only place where they are simple as you can for all students.
exposed to print media.
Arrange a bank of shared supplies for your students
Keep your expectations for poor students high. Poverty to borrow when they are temporarily out of materials
does not mean ignorance. for class.
Do not require costly activities. For example, if you
Don’t make comments about your students’ clothes or
require students to pay for a field trip, some of them
belongings unless they are in violation of the dress code.
will not be able to go.

Reading Strategies to Strengthen Literacy Skills (R8)

Using prior knowledge and background

experiences, readers connect the author's
Visual Imagery When: Before reading, during reading, after reading writing with a personal picture. Through
How: individually, small groups, wholes class guided visualization, students learn how
to create mental pictures as they read.

When: During reading Audio-assisted reading is an individual or

Audio-Assisted Reading How: Individually, small groups group reading activity where students read
along in their books as they hear a fluent
reader read the book on an audio
.recording
When: before reading, during reading, after a collection of words which are displayed in
Word Walls reading How: individually, small groups, whole large visible letters on a wall, bulletin
class board, or other display surface in a
classroom.

Making content comprehensible

1.Plan multiplefor
waysELL students
of instruction (R9)
so student has best chance
Write of 3
at least learning the lesson
strategies 2. Plan to that
/ techniques
give extra time in the lesson for comprehension. 3. Plan to have ELL students sit with students
who have the same native language
1. Prepare the lesson
1. I will make several pre-lesson exercises for students to help in their process. 2.
Expose students to the art we will be trying to replicate. 3. Give students a chance to
2. Build background talk about their opinions on the art before learning how to do the techniques.

1. understandable
3. Make verbal communication I will make sure I have plenty of visuals for students as I am explaining. 2. I will sit my
ELL students with others who speak their language to help in comprehension. 3. I will
give instructions slowly so that everyone has time to comprehend what I am saying
4. Learning strategies (this one should be easy!)
1. Give my ELL students extra time for comprehension, 2. Use Visuals for
students to use as examples 3. Give students the vocabulary of the words and
techniques we will use beforehand so they may understand the art form better.
5. Opportunities for interaction
1. Give students meeting times in class to come discuss the art form. 2. Give
students opportunities who discuss things in small groups. 3. Talk with
6. Practice and application students as I come around to critique and help them with their art.
1. Have students watch as I do the art technique while also trying it with me. 2
Students watch others do the techniques. 3. Then make their own piece of art
7. Lesson delivery with the technique we practiced
1. Show a video first of the art technique, 2 then I will walk the students through
8. Review and assess how doing it together 3. Critique students on how they are doing on their own.

1. After several attempts at the technique I can see exactly what they need to work on. 2. I will
develop ways to help the students fix their issues with technique 3. Give students another
opportunity to do the technique or art assignment to fix the problems.