四虎影院

A few years ago, while I was still in the classroom, my initial understanding of 鈥楤lended Learning鈥� was simply 鈥榙oing centers.鈥� As a seasoned primary teacher, I shrugged my shoulders at a practice I felt I already had a firm grasp on. However, as time marches on, I find myself reflecting on what my students were doing during literacy centers and realized, in fact, I was not the 'Centers Sensei' I proclaimed to be. Although my students were compliant and probably having some fun, I鈥檓 not sure the activities I planned were actually practicing standards-based skills or furthering understanding. My students were quiet. My students were busy. But what tweaks would I make today to make it more meaningful? As I continue to deepen my understanding, I asked Jess Quandahl, a fellow Blended/Personalized Learning teammate and Literacy Consultant, to help me plan a more blended/personalized approach to something I was very familiar with--.

When Jess and I sat down together, we created a checklist of important points to focus on while we planned for this station rotation model. This checklist could be used not only for planning Daily 5 stations, but for the planning of any centers or rotations. This list helped us to design around the literacy standards addressed in core instruction, while also keeping in mind accountability, which can often be a pain point during a centers or station rotation model.

• What do we want the students to know?
• 鈥婬ow will they demonstrate/practice?
• Where will I build in voice and choice?
• How will I know what they know?
• What tools will I use?

鈥婽he following is an example of how we used the checklist to plan for a three day station rotation in a K-2 classroom.

When looking at the K-2 Literacy Standards, we chose

• Reading Standards for Literature 1 (RL.1)
• Writing Standard 1 (W.1)
• Speaking and Listening Standards 5 and 6 (SL.5, SL.6)

with the assumption that the core instruction is centered around these standards and that the centers/stations are to further proficiency or to demonstrate proficiency in these standards.

For this centers approach (or station rotation), we make the general assumption that routines, procedures, and expectations have been modeled and practiced prior to the usage of these activities. Jess and I would also like to point out that when planning these activities, any text or writing prompts could be plopped into this table. When a new activity or center is created, make sure to allow for time to establish (or reestablish) expectations.
Below you will find an example of a three-day hybrid playlist that incorporates choice. You will notice that there are must-dos and may-dos on this choice board. Each section allows for students to choose an option to allow for more voice and choice. Within each section a purpose is stated for the learning activity based on a standard. This makes the choice board fairly text heavy and might not be advantageous for all learners. However, all students should be aware and understand the purpose for each learning opportunity they engage in.聽 Descriptions of each section are below the graphic.

You can also find this hybrid playlist聽.

Read to Self:聽Students may reread the whole group text by reading the pictures, reading the words, or retelling the story.聽Students may choose to read a story from their personalized book box. Additional option: you may want to have an audio recording of the story available for students to listen to the story, if needed. By clicking on the link or scanning the QR code in this box (with mobile device), students can have immediate access.

Listen to Reading:聽There are hyperlinks and QR codes for students to access digital stories.
Showing students how to turn on Closed Captioning also gives them access to the text to follow along.

Work on Writing:聽Students are able to draw or write, depending on need. Standard W.1 requires students to state the name of the book, an opinion, supporting evidence, and a conclusion (depending on readiness). Make sure students know they will be sharing with a partner on day three. They also have the option to share to a larger audience through Seesaw.

Read to Someone:聽Using writing from day one and two gives the writing more purpose! Make sure students are aware they will be sharing their writing with an audience. It鈥檚 important to have modeled how to ask clarifying questions or to give prompts to get them started.

Work on Designing:聽Collaborating over writings from day one and day two, students can choose one character from a story read earlier in the week. Then, students design a t-shirt the character would like to wear. This could include a slogan, a picture, or maybe a t-shirt that solves a problem for the character (for example, keeps them dry in the rain).

Word Work:聽Students will choose one or two words to input into a Frayer Model to demonstrate understanding of the word. Students can choose to work independently or with a partner.

As a classroom teacher, I always found that the management of student work was a bit overwhelming. Jess and I really wanted to hone in on one of these standards to assess. When we looked at the writing standard W.1 we came up with yet another checklist. Personally, I would only use this checklist for one of the writing samples for the week. Consider letting students choose which writing sample they share with you.

• Introduction sentence. For example, 鈥淢y favorite part is鈥︹�� W.K.1, W.1.1, W.2.1
• Shares reasoning. W.1.1, W.2.1
• Connects opinion to reasons. For example, uses linking words like 鈥榖ecause鈥� or 鈥榓lso鈥�. W.2.1
• Closing sentence W.1.1, W.2.1

• 罢丑颈蝉听聽in Google Sheets will help you generate QR Codes and keep them organized. Just add the link and title and you are set!
• 础听聽is built right into Chrome! Use the 3D touch on the Chrome icon to pop up the prompt, or find it at the top of the keyboard when in Chrome. You can also search on your iPad for QR Scan and it will pull it right up for you! Don't worry! Your students will get the hang of it!
• Seesaw is a pretty amazing classroom tool (yes, I鈥檓 an ambassador) that helps students communicate to a wider audience. These Seesaw activities are ready for you to assign today:
• 础听聽can be helpful for students to stay on track (and even you too!). We think聽聽has lots of great built-in tools for projection that will help聽everyone聽stay on track!

So what do you think? Will this work? Let us know if you try any of these ideas or how you plan your centers/stations each week!