The Raffle: Raffle Jar.jpg

 
 
 
Raffle Jar.jpg
Strategy Explanation
 
 
This is the raffle jar that students place their tickets into on Friday. Tickets can become a nuisance. So, the students needed to know that the procedure was tickets could get names on them before the raffle Friday, and maintained in your binder pouch in the meantime. This ensured that no tickets were out when vocab blitz was not occurring.
  • Raffle Jar.jpg
Strategy Explanation
 
 
This is the raffle jar that students place their tickets into on Friday. Tickets can become a nuisance. So, the students needed to know that the procedure was tickets could get names on them before the raffle Friday, and maintained in your binder pouch in the meantime. This ensured that no tickets were out when vocab blitz was not occurring.
 
Academic Culture

The Raffle

Everyone loves tickets! When students earn tickets during the Vocab Blitz, Bull Boards, and other moments, students drop them into the raffle jar. On Fridays we pull out a few names for Nerddy prizes like pens and highlighters. 


Strategy Resources (3)
Teacher In Action
 
 
Strategy Explanation
 
 
This is the raffle jar that students place their tickets into on Friday. Tickets can become a nuisance. So, the students needed to know that the procedure was tickets could get names on them before the raffle Friday, and maintained in your binder pouch in the meantime. This ensured that no tickets were out when vocab blitz was not occurring.
Strategy Explanation
 
 
In my class there are countless investment "layers" that I create knowing that no one layer can catch all students. This list shows a few of the different ways that I invest.
Teacher In Action
 
 
Strategy Explanation
 
 
This is the raffle jar that students place their tickets into on Friday. Tickets can become a nuisance. So, the students needed to know that the procedure was tickets could get names on them before the raffle Friday, and maintained in your binder pouch in the meantime. This ensured that no tickets were out when vocab blitz was not occurring.
Strategy Explanation
 
 
In my class there are countless investment "layers" that I create knowing that no one layer can catch all students. This list shows a few of the different ways that I invest.
Daniel Utset-Guerrero
Holmes Elementary School
Miami, FL


 

About this strategy

Prep Time:
Moderate
Subject:
Math
Grade:
Fifth grade
Similar Strategies
Assessment & Data
Marzano's Practice

At the end of the lesson, when it comes time to practice, my students find themselves at varying levels of success with the material. Some of my students have mastered material, while others need more guidance. I teach my students how to use Robert Marzano's scale of self-assessment, which allows them to rate their level of need. In our class, each level of the scale corresponds to a mode of practice, including teacher guidance, peer tutoring, online practice, and enrichment. 

 
Instructional Openings
Bull Boards

Bull Boards is an instructional strategy to practice a computational or fluency skill throughout the week. The skill should be scaffolded, with simple questions building towards more rigor. I found that a main objective of this should not be to get bogged down with long problems (i.e. long division) but rather to check a thought process. For example, asking what a decimal is when rounded to the tenths, or which place value would be a hundred times bigger. The same skills cycle back throughout the year as a way to keep content fresh and allow us to connect currculum quicker.

 
Routines and Procedures
Yo, Yo Class!

My students work independently and in groups using different learning modalities in my blended learning classroom every day. I have developed mechanisms that allow me to get the attention of the entire class when I need to make important announcements, clarify widespread misconceptions, or re-focus the class. Yo, Yo Class! is a call-and-response mechanism that allows me to get the attention of the class quickly. This strategy also taps into youth culture in order to instill a sense of ownership of the class among my students. 

 
 
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