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Well... What have we here? I am excited to see what will happen to this. We have a LOT of work to get done before August 18th. It appears that if we want this to be ad-free we have to pay $5 a month. Don't they know we don't have any money in Newberry, SC? I am thinking that I do not like this shade of pink. I think that can easily be changed.

 __Vocabulary 'to go'__  This is a strategy to reinforce meaning of vocabulary terms that have been previously introduced.  For this exercise we will use terms associated with Differentiated Instruction.  List of terms:  Sample questions:  Directions for activity:  Each person will be given a sentence strip that has one of the terms written on it. The sentence strips will be stapled to form a headband. Each person will be given a headband and asked to put it on without looking at the term. The learners will also be given a set of sample questions. Learners will walk around the room and ask other learners questions from the list to help identify the term. After a few minutes, ask students to raise their hands if they have figured out their term and to tell the class how they determined their answers. After discussion, ask students to remove their headbands to check their accuracy.

 This activity should have actively engaged all learners. Engagement is a key component of differentiated instruction.

 __Give me Five__  Good readers will ask their own questions as they read. Poor readers are focused on reading the words and sometimes glean very little meaning from what they read. A strategies encourages poor readers to remain focused, engaged and thinking as they read.  Give Me Five Graphic Organizer  __The Five Questions__  What mental picture do I see? (visualization)  What does this remind me of? (making connections)  What do I know now even though the text didn't tell me? (inferences) <span style="background-color: #fec7fe; display: block; font-family: 'Comic Sans MS',cursive; text-align: left; vertical-align: sub;"> What might happen now? (Prediction) <span style="background-color: #fec7fe; display: block; font-family: 'Comic Sans MS',cursive; text-align: left; vertical-align: sub;"> What was this mostly about? (summarization/drawing conclusions)

<span style="background-color: #fec7fe; display: block; font-family: 'Comic Sans MS',cursive; text-align: left; vertical-align: sub;"> This activity provides differentiation for learning styles. Visual learners have something to look at, kinesthetic learners have something to touch and auditory learners have something that they can hear or say.

<span style="background-color: #fec7fe; display: block; font-family: 'Comic Sans MS',cursive; text-align: left; vertical-align: sub;"> Menu Activities: <span style="background-color: #fec7fe; display: block; font-family: 'Comic Sans MS',cursive; text-align: left; vertical-align: sub;"> Tic-Tac-Toe <span style="background-color: #fec7fe; display: block; font-family: 'Comic Sans MS',cursive; text-align: left; vertical-align: sub;"> __Grouping__ <span style="background-color: #fec7fe; display: block; font-family: 'Comic Sans MS',cursive; text-align: left; vertical-align: sub;"> I am thinking that we need to include in our presentation something about grouping the students... talk about the different types of groups.... <span style="background-color: #fec7fe; display: block; font-family: 'Comic Sans MS',cursive; text-align: left; vertical-align: sub;"> Some sort of assessment should precede the formation of groups.... <span style="background-color: #fec7fe; display: block; font-family: 'Comic Sans MS',cursive; text-align: left; vertical-align: sub;"> Something interesting I found was called __the Human Continuum__ where the teacher designated three places in the room where students would move to to show that 1. I KNOW THIS!!!! 2. I know something about this or 3. I know nothing about this.

<span style="background-color: #fec7fe; display: block; font-family: 'Comic Sans MS',cursive; text-align: left; vertical-align: sub;"> Ideas for cubes: <span style="background-color: #fec7fe; display: block; font-family: 'Comic Sans MS',cursive; text-align: left; vertical-align: sub;"> The cubes could be used for any subject matter. You can make your own or you can buy some that are dry erase from Really Good Stuff of Steps to Literacy. A pattern that could be downloaded could be found in the math curriculum guide, 4th grade, geometry. A pattern is also found in the differentiated instruction book borrowed from Takeela.

<span style="background-color: #fec7fe; display: block; font-family: 'Comic Sans MS',cursive; text-align: left; vertical-align: sub;"> An idea for opening our session would be to use the Human Continuum Strategy and have guests move to the three areas indicating their knowledge of differentiated instruction. Then, we could use the menus to help guests decide which 'centers' they will visit with all choices including a make it take it thing or two. I still want to use Vocabulary on the move strategy, too.

<span style="background-color: #fec7fe; display: block; font-family: 'Comic Sans MS',cursive; text-align: left; vertical-align: sub;"> Tea Party <span style="background-color: #fec7fe; display: block; font-family: 'Comic Sans MS',cursive; text-align: left; vertical-align: sub;"> Cheryl is considering using either professional reading selection or a children's book. LIKE IT!

<span style="background-color: #fec7fe; display: block; font-family: 'Comic Sans MS',cursive; text-align: left; vertical-align: sub;"> Displays: <span style="background-color: #fec7fe; display: block; font-family: 'Comic Sans MS',cursive; text-align: left; vertical-align: sub;"> Brandy is working on display board ideas and also on the SCIENCE CURRICULUM for the district this week!

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