I teach students how to read by focusing on the use of phonics rules to decode words of all types. Phonics Word-Coaching is a strategy where students refer back to the various strategies they've learned. Through the use of diacritical marks to label specific sounds in words, students take apart words and reblend them in order to read the words. The idea behind it is that eventually students will recognize these strategies without having to actually write the diacritical marks and are able to do it by sight. It's fact fluency for the reader.
This is an excel document that is projected during shared inquiry. Each time that a student shares a comment, question, or any other type of substantial response in the group's conversation, a cell is filled to create a bar graph that is easily identifiable by students. It informs them and myself about the participation levels and motivates students to give more to a conversation.
Laser Transitions is a silent way for me to signal to my students that it is time for them to transition off of the computers to a different station. Using this strategy I am able to cue students on the computers while I continue to wrap things up with my students who are either in a mini-lesson with me or at another workstation. This strategy helps me support my students to stay on task until the end of a rotation and to transition smoothly from one station to another.
My school's Blended Learning Coordinator was hired to provide blended learning support. He is provided with our schedules so that he can monitor usage and provide support if needed. While this does not mean that he is present in the classroom daily throughout the use of BL, he does try to walk around and address immediate concerns that students may need addressed. If immediate action is required a quick text can be sent to him and he'll make his way towards the classroom as well.