the regular English curriculum), we found that a broadly predictable
format with some consistent routines and structures can help save a lot
of time and also give children the confidence that comes from knowing
what is expected of them in terms of outcomes and behaviors.
For example, we would always begin with a quick, interactive recap
followed by sharing the day’s learning objectives. We used the same table
format for every new letter-sound association and a Frayer’s model type
graphic organizer for when new vocabulary words were introduced (see
pictures below). Every video was accompanied by one or two similar tasks
with the intention that students would then pay attention to what we
were showing them. As the year progressed, we found our VC experts
adding their own routines like “thumbs-up thumbs-down,” “hands on
your head when done” or “turn to your partner and talk” to facilitate
smooth transitions and to add some flavor to their lessons. Since we
delivered lessons only twice a week, the key was to repeat these until the
students become completely familiar with them before introducing
something new.
We soon found, through our observations that several MCGM teachers
were starting to use these tricks as well.
Lesson 6: Mix It Up
It sounds contradictory to the previous lesson, but we had to find a
balance between maintaining consistency while adding novel tasks. This
