Student Scouts/Narrators: StudentScoutsLiteracyAwards.docx

 
 
 
LiteracyAwards.docx
Strategy Explanation
 
 
When Student Scouts identify positive behavior during a lesson, they give out Literacy Awards. This is an explanation of Literacy Awards as well as some photos of Literacy Awards I use in my classroom. Once a Literacy Award is given (normally after a midway point in a lesson and/or at the end of a lesson), the Scout needs to justify why the award was given. My students collect Literacy Awards and put them in their unit folders.
  • StudentScoutsLiteracyAwards.docx
  • StudentScoutsLiteracyAwards.docx
  • StudentScoutsLiteracyAwards.docx
  • StudentScoutsLiteracyAwards.docx
  • StudentScoutsLiteracyAwards.docx
Strategy Explanation
 
 
When Student Scouts identify positive behavior during a lesson, they give out Literacy Awards. This is an explanation of Literacy Awards as well as some photos of Literacy Awards I use in my classroom. Once a Literacy Award is given (normally after a midway point in a lesson and/or at the end of a lesson), the Scout needs to justify why the award was given. My students collect Literacy Awards and put them in their unit folders.
 
Routines and Procedures

Student Scouts/Narrators

I ask Student Scouts to identify peers who demonstrate the three class standards/rules (showing respect, solving problems, and making good decisions) to reinforce the idea that good behavior is rewarded both intrinsically and extrinsically. Student Scouts identify their peers who are showing these standards at various pausing points throughout the lesson and give out Literacy Awards. Pausing points are planned purposefully and serve as opportunities for students to practice monitoring and assessing their own behavior.

Strategy Resources (2)
 
Strategy Explanation
 
 
When Student Scouts identify positive behavior during a lesson, they give out Literacy Awards. This is an explanation of Literacy Awards as well as some photos of Literacy Awards I use in my classroom. Once a Literacy Award is given (normally after a midway point in a lesson and/or at the end of a lesson), the Scout needs to justify why the award was given. My students collect Literacy Awards and put them in their unit folders.
 
Strategy Explanation
 
 
When Student Scouts identify positive behavior during a lesson, they give out Literacy Awards. This is an explanation of Literacy Awards as well as some photos of Literacy Awards I use in my classroom. Once a Literacy Award is given (normally after a midway point in a lesson and/or at the end of a lesson), the Scout needs to justify why the award was given. My students collect Literacy Awards and put them in their unit folders.
Mark Montero
Aspire Titan Academy
Los Angeles, CA


 

About this strategy

Prep Time:
Moderate
Subject:
English / Language Arts
Grade:
Third grade
Similar Strategies
Routines and Procedures
Focusing Call and Response

I use "call and response" strategies for a variety of purposes in my blended classroom, most of which involve getting my students' attention and reinforcing core concepts of the day's lesson or our school's mission. I use the Focusing Call and Response strategy, which consists of using more than one call and response chant, whenever I need to signal a major change in the mode of instruction or any other time I need to get my students' attention quickly and respectfully. The strategy engages my students and helps them work together to achieve 100% compliance with any instructions I may give. This strategy is especially important because there are so many transitions in my school's blended learning model. 

 
Blended Learning Model Overviews
Rotational Model with Two Groups

We began to pilot blended learning three years ago starting with K-2. So our 3rd grade students have had three years of blended learning and we have a solidified understanding of what works. At Aspire Titan Academy, we use a rotational model in both math and ELA, which provides students 90 to 120 minutes of individual computer time daily. In both math and ELA, students are divided into two group, each spending half their time in teacher-led instruction and the remainder of working on the computers. While they’re on the computers, students use either DreamBox Learning (math), i-Ready or myON (reading), or an enrichment program, such as a typing software program.

Number of Students: 26 students

Number of Adults: one teacher; various other adults support during specific times (e.g., Blended Learning Coordinator, Special Education Teachers, etc.)

Length of Class Period/Learning Time: 120 minutes (Reading and Writing Block)

Digital Content/Ed Tech Tools Used on a Regular Basis: MyOn; i-Ready

Hardware Used on a Regular Basis: Lenovo ThinkPads (1:2 ratio); SMARTboard; Document Camera; iPad (for teacher)

Key Features: station rotation; student agency

 
Feedback Systems
Blended Learning Treasure Wall Map

Each week the boat on our ‘Treasure BL Wall’ is moved across three islands until the boat reaches the final island where a treasure awaits the class with a hidden treasure. Once we have reached the treasure the hidden prize usually is something like a popcorn party, movie. pizza party, game time party, or class-selected incentive. This is the last part of the reflection. This part involves students deciding if we should or should not move our blended learning tracking tool towards our end goal. Our tracking tool in my class is the treasure blended learning wall, where students can see their progress and can view blended learning in a game-like way. The game involves students versus fictional characters on our map who are trying to get to the goal before we can. 

 
 
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