Fluid Mastery Rubric
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.
Many teachers--myself included--utilize a version of the Think Pair Share strategy to give students opportunities for social learning and to build a culture of classroom community that includes respectful academic discourse. I use the Main Idea Think Pair Share strategy to ensure that my students are able to identify and articulate the main ideas of texts we are reading, which is one of the most foundational literacy skills that all effective readers must develop. I find that it can be helpful to use scaffolds like sentence stems and a variety of starting approaches (e.g., "the student with the longest hair speaks first") to ensure that this strategy remains fresh and accessible to my students, many of whom are English Language Learners.
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.
Numbered heads is a practice we use to randomize and create an element of excitement at the beginning of lessons/investigations. Each student draws a random number from their team cups to start lessons once a week.