Hoffman (REI/Resource/Inclusion Science)

2017-2018 Weekly Schedule

Hoffman (REI/Resource/Inclusion Science)

MONDAY / TUESDAY / WEDNESDAY / THURSDAY / FRIDAY
(Morning Duty)
7:40-8:00 / Monitor 6th Grade Hall / Monitor 6th Grade Hall / Monitor 6th Grade Hall / Monitor 6th Grade Hall / *Outside duty (6th grade) - blacktop
(Advisory)
8:00-8:25 / LIBRARY / LIBRARY / *NO ADVISORY / LIBRARY / LIBRARY
(1ST HOUR)
8:28-9:13 / PREP / PREP / PREP
8:00-8:42 / PREP / PREP
(2ND HOUR)
9:16-10:01 / LITERATURE – 7thBarkmeijer (220) / LITERATURE – 7thBarkmeijer (220) / LITERATURE – 7thBarkmeijer (220)
8:45-9:25 / LITERATURE – 7thBarkmeijer (220) / LITERATURE – 7thBarkmeijer (220)
(3RD HOUR)
10:04-10:49 / WRITING – 8th
Chavours (218) / WRITING – 8th
Chavours (218) / WRITING – 8th
Chavours (218)
9:28-10:08 / WRITING – 8th
Chavours (218) / WRITING – 8th
Chavours (218)
(4TH HOUR)
10:52-11:37 / LITERATURE – 8th
Impson (204) / LITERATURE – 8th
Impson (204) / LITERATURE – 8th
Impson (204)
10:11-10:51 / LITERATURE – 8th
Impson (204) / LITERATURE – 8th
Impson (204)
(LUNCH B)
11:37-12:07 / LUNCH / LUNCH / LUNCH
10:51-11:21 / LUNCH / LUNCH
(5TH HOUR)
12:10-12:55 / SCIENCE – 6th
(222) / SCIENCE – 6th
(222) / SCIENCE – 6th
(222)
11:24-12:04 / SCIENCE – 6th
(222) / SCIENCE – 6th
(222)
(6TH HOUR)
12:58-1:43 / LITERATURE – 8th
Impson (204) / LITERATURE – 8th
Impson (204) / MATH – 8th
Gephart (216)
12:07-12:47 / LITERATURE – 8th
Impson (204) / LITERATURE – 8th
Impson (204)
(7TH HOUR)
1:46-2:30 / RESOURCE – 6th
(124B) / RESOURCE – 6th
(124B) / RESOURCE – 6th
(124B)
12:50-1:30 / RESOURCE – 6th
(124B) / RESOURCE – 6th
(124B)

Differentiating Instruction Strategies

■Re-teaching with a different method
■Allow the student to work with a reading partner, study
buddy, or learning partner.
This will provide peer support for collaborative learning.
■Allow students to use class notes, textbooks, and/or other
classroom resources to complete the task.
■Provide a model or exemplar (of a similar problem solved
or a sample of the type of writing expected).
■Furnish step-by-step directions; break down the task.
■Provide hints or tips.
■Color-code different elements; highlight for focusing;
provide “masks and markers” for focused attention on
specific text.
■Provide a partially completed graphic organizer or
outline.
■Provide out-of-sequence steps for students to reorganize.
■Provide a cloze (fill-in-the-blank) paragraph (with or
without a word box) for students whose language is
extremely limited or for those who struggle with
grapho-motor skills.
■Give a framed paragraph or essay (with sentence
starters to help organize the writing).
■Provide guided questions.
■Supply a word bank and definitions.
■Support with visuals, diagrams, or pictures.
■Provide words on labels for students to simply pull off
and place appropriately.
■Allow additional time.
■Small group in resource room for extra instruction / re-teaching)
■Clarify directions
■Check planners and binders for completion and organization
■Monitor students
■Redirect
■Build students' prior knowledge.
■Pre-teach vocabulary.
■Show students how to self-monitor and pinpoint what they do and don't understand.

■Teach students “fix-up strategies”, such as reread, reread and retell, and close read.