Vocabulary Prediction Chart
In my class, we go over one word a day from the unit we’re learning. The first step is to ask the class how many have heard of the word before. After I tally the number, those students predict its meaning (without giving any contexts). I ask them to justify why they make that prediction (e..g, where have they heard that word before? What clues are they drawing their information from?). After they share their predictions, I then share with them the signal or physical movement attached to word. It then becomes the signal word of the day.
Mentor Reading is a researched-based fluency strategy used with readers who lack fluency. In this strategy, my students read aloud to each other. When using partners, my more fluent readers are paired with less fluent readers, which in this case a 3rd grader is paired with kindergartener. My students read a story that they have already read or read a story from their Kinder buddy's book box. When done purposefully and consistently, my students have become very fluent readers and enjoy reading more.
This strategy is implemented prior to our BL chat, as an on demand writing/quick write. Students are given a prompt on reflecting on their recent blended sessions, for example, A success I am having is_____, and a concern I am having is_____, prior to viewing our data. Once students are ready to share they pair up randomly in groups of 2-3 and debrief their concerns and solutions, or answer the prompt that day. I note what their concerns are, then we strategize how we can address them as a class, who are the students we can reach out to for help. Then we close by sharing/celebrating their successes. We review our class data for each of our (3 main) programs, and the highest performing students, as well as the students who have improved from the last round are rewarded with a blended learning all star certificate and all star selfie picture to take home. The all star performers may select a small educational prize, like a book, bookmark, or poster.This strategy is implemented to have students problem solve around concerns and solutions they are noticing during blended learning or within particular program lessons. These chats are very informal and solution oriented. Students go through a series of questions which aim to instill personal reflection: how have I been doing on I-Ready, My-On, and Dreambox? Why? What am I doing well? What can I do to improve?
The big idea is to connect our data reflections to the next, in order to identify if we have reached our goal as a team.
Within my blended learning classroom, students transition between computers and their desks or the carpet at least twice during every class period. To ensure that we don't lose valuable time during these transitions, I have implemented a structured process to support my students in moving from one station to another. When it's time for transition, I call out the name of a station, and the students in the appropriate group call out their group's name, indicating to me that they know where they are going. As students rotate onto the computers, they know that they should walk counter-clockwise, starting from the scratch paper area to their work areas.