Cornell Notes After reading strategies • taking notes on the most • Costa’s Level 3: Students • summarizing important information apply what they have • group projects • summarizing learned or use what they • using the notes to study have learned to evaluate or Reflective writing create. • students write about what they have learned and what they still need Accommodations used daily on an individual basis in accordance with IEP and 504 plans and ELL Students Read directions for the Allow student time to step Extended time on Read Aloud to Students student out to de-escalate assignments =1 day Visual manipulatives Check for understanding Testing in small groups Preferential seating Cooperative Learning, Allow to leave class for Use of a planner/binder for Written direction given Vocabulary, Description, assistance organization Break directions into Introduction, Extra time for exams English Language Dictionary chunks . Daily agenda
Cornell Notes • taking notes on the most important information • summarizing • using the notes to study Reflective writing • students write about what they have learned and what they still need • Costa’s Level 3: Students apply what they have learned or use what they have learned to evaluate or create. After reading strategies • summarizing • group projects Accommodations used daily on an individual basis in accordance with IEP and 504 plans and ELL Students Read directions for the student Check for understanding Allow to leave class for assistance Extra time for exams Daily agenda Allow student time to step out to de-escalate Testing in small groups Use of a planner/binder for organization English Language Dictionary Extended time on assignments =1 day Preferential seating Written direction given Break directions into chunks Read Aloud to Students Visual manipulatives Cooperative Learning, Vocabulary, Description, Introduction, .
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