Writing partners are two students working together to collaboratively complete a task by reading together, asking questions to each other, and responding in written form together. Writing partners work together in every reading lesson as well as during writer’s workshop when they collaboratively read each other’s papers and ask for suggestions during the share portion.
Students self-monitor their understanding by using the Fluid Mastery Rubric. They monitor their level of understanding of the lesson on a scale of 1 to 4 (1 being least mastered to 4 being most). Because my students are given the opportunity to reflect and self-monitor their level of understanding of the lesson, I get real-time data on which students need targeted interventions and supports.
KWS stands for what we Know, Want to know, and how might we Solve a word problem. The KWS Chart is a catalyst that gets my students to organize and analyze complex word problems. My students are more successful with word problems when they have a toolkit for simplifying the complex information often found within word problems. This tool is an essential scaffold for English Language Learners in my class. The strategy is also great to uncover with my students the fact that there are multiple ways of solving a problem, no matter how complex it may be, and often times there may be multiple routes to a solution.
Station transitions occur multiple times in a blended classroom. During station transitions, the team or group that’s coming out of the computers lines up and collects the materials ready to go into the whole group lesson on the rug. At the same time, the group that was just on the rug is now going to the computers and collecting their materials for the computers. We give each students 30 seconds to transition, after which we positively praise 3-4 students for making good transitions.