During the Cue Set today, we review a few PCR's from our test last week. Here are the PCR examples that we used. The reason we do this is so that scholars can evaluate their own PCR and have the opportunity to fix them.
In table groups, scholars have 5 minutes to read the PCR's and evaluate which is the strongest and say why. Then, we discuss as a group. I take 3 friends from my cup and then 5 volunteers.
This activity prepares scholars to go back to their PCR's that they wrote last week and fix them up based on our discussion.
Here is a sample of a student led discussion regarding the PCR's:
Since this is a re-teaching/review day, I group students according to need based on their test. Students who had challenges summarizing and with multiple choice go to the Teacher-led Center where I re-teach summarizing. We actually re-read the passage that was on the test and re-answer our questions and re-write our summaries.
Students who lost points on their PCR work with a partner to "fancy-up" their PCR based on our Cue Set. Here are students fixing up PCRs.
Finally, scholars who earned 100% go to our summary center where they read new passages and practice summarizing them. The scholars take the summarizing skill to the next level because the passages are at a higher level than the passage on the test and the passages in the center are mixed with fiction and non-fiction.
During this time scholars rotate through 2 stations. I start the time by reviewing our checklist IBD items for the week and explicitly state what should be completed by the end of the day. This holds scholars accountable to their work thereby making them more productive. Then, the ELL teacher and I share the materials that our groups will need to be successful (i.e. a pencil and your book baggies). Then, I give scholars 20 seconds to get to the place in the room where they will be for the first rotation. The first scholars who are there with all materials they need receive additions on their paychecks or positive PAWS.
During the rotations for this lesson, my small group objective today is to continue to re-teach RL2 with the small group that needed more support after the test. The other groups will meet with their text talk groups or work on independent work (read chapters 11-12 and finish summaries). Here is one small group rotation.
Today, we will rotate as-needed. At the end of small groups I give scholars 20 seconds to get back to their desks and take out materials needed for the closing part of our lesson. Timing transitions helps to make us more productive and communicates the importance of our learning time.