Focusing Call and Response: CallandResponseattention grabbers.jpg

 
 
 
attention grabbers.jpg
Poster
 
 
This is a poster of some attention-grabbing calls and responses I use in my classroom. They're both fun for students and really helpful for transitions and refocusing.
  • CallandResponseattention grabbers.jpg
Poster
 
 
This is a poster of some attention-grabbing calls and responses I use in my classroom. They're both fun for students and really helpful for transitions and refocusing.
 
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. 

Strategy Resources (3)
Poster
 
 
This is a poster of some attention-grabbing calls and responses I use in my classroom. They're both fun for students and really helpful for transitions and refocusing.
Strategy Explanation
 
 
This is an explanation of the Cognitive Content Dictionary that I sometimes use as a part of my Focusing Call and Response strategy. I select a word from the unit we are studying and the vocabulary word becomes the signal word for the day for transitioning or refocusing. This is just one way in which a call and response can be used to support students in building their academic vocabulary.
Poster
 
 
This is a poster of some attention-grabbing calls and responses I use in my classroom. They're both fun for students and really helpful for transitions and refocusing.
Strategy Explanation
 
 
This is an explanation of the Cognitive Content Dictionary that I sometimes use as a part of my Focusing Call and Response strategy. I select a word from the unit we are studying and the vocabulary word becomes the signal word for the day for transitioning or refocusing. This is just one way in which a call and response can be used to support students in building their academic vocabulary.
Mark Montero
Aspire Titan Academy
Los Angeles, CA


 

About this strategy

Prep Time:
Quick
Subject:
English / Language Arts
Grade:
Third grade
Similar Strategies
Collaborative Student Groups
Writing Partners

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.

 
Feedback Systems
Digital Content Data Chat

I use weekly Data Chats with my students as a powerful way to motivate and encourage them. The strategy allows us to celebrate successes and identify challenges. When analyzing data from the blended programs, I work hard to identify what my students should know (i.e., what data to pull out and share with students) and to give my students the appropriate next steps for improving their scores. In each Data Chat, I try to gather student input on what's challenging them and to have my students articulate the strategies that work for them.

 
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

 
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