During my discussions with Mrs. Blevins detailing my own preparation for demonstrating the Concept Mastery Routine with her students, and subsequently in discussions about her preparing to use it, I used the guidebook to follow the steps for preparation and implementation. We talked about the Cue-Do-Review sequence at length, and then discussed how she might identify appropriate content with which to use the routine and when to use it. She had participated in construction of diagrams alongside her students during my instruction on the Figurative Language concepts, and I shred the examples within the guidebook as well as examples created during my own initial training for the first badge. Mrs. Blevins indicated early on (during my instruction to her students) that she felt using the Concept Mastery Routine would be a useful and effective technique for her language arts classes--especially with her inclusive classrooms. During her implementation, she provided some of her students with partially completed diagrams to meet their support needs, and shared that this was an effective tool with which to provide the necessary accommodations for individual students. Following Mrs. Blevins' use of the routine to introduce Nonfiction Text Structures, she used their completed diagrams as a review aid prior to a short quiz on that topic. All students passed the quiz. As with the diagrams the students completed with me, they stored the diagrams completed with Mrs. Blevins in their review binders for future use.
