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In your post, please include:

1. What routine is showcased in your artifact?

2. So what did you notice or learn as a result of implementing this routine?

3. Now what next steps or questions do you have?

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What: Metacognitive Reading Strategies (from the NVPS B Seal program)

So what: A lot of students think that underlining is synonymous with annotating; they don't know how to approach reading in a specific subject in order to push themselves to the next level. This routine works best with really juicy texts, especially in older grades and/or when some of the class has higher reading skills.

Now what: I hope to incorporate this more regularly across different classes so students understand the nuance of how to approach reading in different subject areas. I plan to use the first rounds of this routine as a baseline and develop a rubric by which to track students' skills as the semester progresses. I'm wondering what exemplars of students using these strategies at other schools might look like.

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What: Notice and Wonder structure used in geometry. The notes were taken during an in-class discussion following the prompt.

So What: As a whole class students are noticing all the important details, but many students would have missed key ideas working independently. Some students are making great connections in their wonderings related to content (what I was hoping to achieve) but others are making wonderings that are too broad to be useful in their current state (like "what will we do with these")

Now What: Based on my midterm results I am hoping to use this low entry routine to engage the students who are underperforming more regularly in class (having them share their noticings). As we move forward with the routine I need to do some coaching about what noticings are more powerful than others - specifically highlighting the ones that are making connections to other ideas in Geometry. I also may shift my focus for my instructional routine to annotating, which I feel might have a larger impact on my struggling student group (this can be connected to noticing and wondering, having each question prompt be the artifact they are using to notice the important information that is given and wonder about them).

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What: This artifact shows a Double Entry Journal being used by one of my case study focus students to read and take notes on symbolism that can be found in Chapter "The Jewels" of Persepolis by Marjane Satrapi.

So What: I've noticed that this routine helps guide student thinking around forming connections (text to world, self, text), write inferences and make sense of new and important words. Some students do require more prompting and thinking to form a deeper analysis, response of connection instead of stating what is taking place in the text.

Now What: Students will now use these double entry journals to complete other assignments that are specific to this chapter, which include a reflection and written analysis.

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1) I showcased our shorthand note-taking routine in class binders, where we organize all supplies and materials (handouts, worksheets, graded assessments, notes, etc). I also shared how we approach computer numbers, by assigning "tech captains" for each group.

2) I learned that I should explicitly model shorthand more often to help my students understand it better

3) No questions or next steps at this time.

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1. See- Think - Wonder: Students examine political cartoons either during a Do now or an Exit Ticket.

2. Students are able to complete the 'see' part with ease, but struggle to 'wonder'. Students list observations and are able to make sense of political cartoons but struggle to connect them to the bigger picture and ask meaningful questions.

3. I am going to continue using this routine to prepare students to approach various documents and political cartoons. Maybe I can modify 'see-think-wonder' and use it as an annotation strategy.

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1. Routine: Preparation Points 1 pt= ontime, 1 pt.= Homework in planner 1 pt= Do Now

2. Habit forming requires, constant and consistent practice before it is internalized. New habits need close monitoring.

3. Continue reinforcing use of planner, Encourage across all classes and into 10th grade.

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What: Students immediately start working on problems in groups on the VWBs (vertical whiteboards) that are similar to the ones they took notes on and practiced the night prior.

So what: Students used to come in and put up their assigned problems from the night prior and then discuss the techniques and concepts and then share out with the class. While this was good, oftentimes students would disengage. The new routine forces the students to apply their understanding and practice from the night prior on a new problem similar to the practice problem. Students have been much more engaged discussing how to complete the new problem at the VWBs.

Now what: I'll continue to use the routine and look for ways to incorporate new techniques such as small checkpoints on understanding before they start the routine.

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One of the five routines in Civics is Seminar on Friday

With this Routine, students take pride in presenting to the audience something they are interested in. In this Seminar, Alyson presented not only data on Anxiety; she provided and facilitated a coping strategy. She received valuable peer feedback.

Continue getting others students to present on Fridays through February 2025.

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1. Students were asked to reflect on a poem (Amanda Gorman's "This Sacred Scene") and had the option to compare it thematically to Langston Hughes' "I too". There were guided sentence starters for their reflections on key lines that stood out to them.

2. I noticed that students are still lacking the stamina and motivation to problem solve independently and push their thinking. For example we asked for a minimum number of sentences and I think many were under the impression that as long as the box looked full they were ok. Additionally many were not pushing past repetition or summary of the evidence.

3. Per our discussion, showing students models, providing more space, and offering a checklist may troubleshoot some of those issues.

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What?

Annotation practice readings related to Earth Science topics. These also had comprehension questions at the end.

So What?

Many students struggled to distinguish between main ideas and supporting details or less important sentences.

Many students would just underline and not circle, bracket or write margins notes. (Which I should have included in directions.)

Now What?

I will reinforce the purpose of annotating in this way. I will also encourage students to write margin notes. This is something I model in small groups but have not incorporated into directions or full class instruction yet. To introduce it into these directions, I will encourage them to start by using margin notes to define new words that they circled. Also I will brainstorm ways to connect the annotations to the questions so they understand the annotation process as a strategy for comprehension.

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What: I gave a quiz first thing everyday that students had 5 minutes or less to complete. It was collected and graded overnite or switched and graded immediately for fast feedback. Results were usually formative but sometimes summative.

SO : As you can see above, the students were not always ready for rigorous study, nor were they confident in previous problems. What happened quickly is students were ready quickly and getting down to work and I was able to see very quickly what was giving students difficulty and which student needed more help.

Now: Continue for first week then switch to spot collections of once per week.

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DeSiervo/Eskenazi: Vocab Regents +  Prep Routine

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DeSiervo/Eskenazi: Vocab Regents +  Prep Routine

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What: Multiple Choice + vocab strategies that we used throughout Frankenstein

So What? It felt successful in the moment, watching students engage in collaborative think alouds

What Next? Interpreting Regents data, thinking about whether to continue this with students who did not meet regents goal.

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Unit 3 Vocabulary + Regents Prep Routine

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What: Sage and Scribe

So What: Implications are students listen to one another. Students are challenged to explain steps in detail and notice when their own directions are not clear. It challenges students to think through a problem.

Now What: I will scaffold the handout, provide vocabulary and some steps for students who may not know where to begin. Vocabulary will challenge some students to utilize math terms during their explanation.

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1. What routine is showcased in your artifact? These are affirmations developed and written by a student, then read and repeated by the class.

2. So what did you notice or learn as a result of implementing this routine? Students are capable of creating mature thoughtful affirmations for themselves and their classmates.

3. Now what next steps or questions do you have? Have more students create affirmations for themselves and have them read allowed and repeated by the class.

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1. This is a warm-up routine called The Author of the Story is ____ (Javier Diaz of Morningside) that serves two purposes: 1) help the freshmen get to know each other better 2) hone ELA sentence-building skills such as summarizing using the 5 W's or identifying details like adjectives, adverbs, and prepositional phrases.

2. The freshmen are still getting to know each other. They rarely guess the right author within 3 tries! Freshmen are highly motivated to write and share autobiographical stories for this guessing game (it's fun and hooks them into the start of class). The routine allows for student leadership: after I model how it works for the first couple times, a student leader (yesterday's mystery author) takes over at the board leading the class. Finally, sentence-level work is a must! This activity allows me to focus on just one grammar or writing skill item to mini-workshop at a time.

3. I need to make sure we do this as a regular routine. Other tasks in class feel so important sometimes, but it actually doesn't take long and is SO WORTH IT. All student stories must be shared!

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(US History)

Students read a series of narrative blurbs which they have to summarize in writing. Each is paired with a visual.

We noticed this helped students in our class imagine the succession of historical events.

This is an alternative to the traditionally uninteractive history lecture, with rote repetition of teacher's notes, or fill-in-the-blank.

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What: What is being showcased is one of my self-contained students' scary stories. After reading a few Edgar Allen Poe short stories, my students had to come up with their own story after researching the Gothic genre.

So what: What I noticed was how vivid my students' imaginations were and how creative they can be when allowed the opportunity to shine like the superstars they are.

Now what: To give them more opportunities to showcase their creative abilities.

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What: Three Close Reads strategy

So what: It was a challenging launch because a lot of students would prefer to skim the article for answers to questions rather than closely reading it and closely examining images. Students were willing to engage with teachers' guidance, but many continued to struggle with the first read and annotating independently.

Now what: My goal for the rest of the year is to take away the scaffolded organizer for high achieving students and help them internalize each of the 3 steps.

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Rise of Empire and Belief Systems - 3 Close Reads

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1. WHAT -- A discussion protocol that allowed students to interact and debrief a set of problems in Algebra 2. In the protocol, students use structured time to reflect and teach each other the problems.

2. SO WHAT -- I am unsure about the effectiveness of the routine. While the logistics are better than when I started using the routine, is it making a difference? Also, I need to tweak it, including adding success criteria for students so they know what successful implementation of the routine looks like. I am thinking about a workshop I recently attended that focused on the elements of impactful routines.

3. NOW WHAT -- See above!

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What: Students examine and image related to the unit and/or lesson them then recall vocabulary and sentence structure. "See" allows students to recall more basic descriptive vocabulary. "Think" allows students to practice the unit grammar, a sentence starter, prompt, or suggestion is included. "Think" also allows students to make connections between the image and the themes. "Wonder" allows students to practice using interrogatives and also make connections with the themes. Most importantly, this routine helps prepare the students for narrative writing on the Spanish Regents. So what?: This activity allows me to see which vocabulary is sticking the most and which need to be refreshed. Now what?: I next want to try Griffin's "Daily Do Now Quiz" to help students feel less pressure when there are actual exams. Although our lessons are written to use critical thinking skills, rote memorization is absolutely necessary for building the vocabulary you need to think critically in another language.

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The sharing of data on attendance and passing grades.

Chemistry 1st period, students are given this information and it increases attendance.

SO WHAT: The numbers dont lie. Student appreciate the ability to influence the numbers positively

NOW WHAT: Have the students give reflections on having this information and tracking their individual data.

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1. Algebra grade 9 Note taking and using annotation GPS Routine

GPS is an acronym for annotation. G is given information, P is prior knowledge and S is for solving. This routine allows a student the opportunity to interact with a task, assessment or even a question.

2. Algebra grade 9 noticings

>students do not show work when solving an equation or simplifying an expression. Upon implementing this structure students are prompted to discuss the G, P and S for all tasks, assessment or even a question.

>Students do not take adequate notes for learning and building schema. Upon implementation of this strategy students are recalling the topic but still need to work further for comprehension.

3. Next steps-

Having students practice interacting with GPS in various media in addition to working on a task, assessment or even a question. The midterm gave a glimpse of and proved evidence that note taking and annotation still needs practicing.