During my discussions with Mrs. Blevins while preparing for my own demonstration of the Unit Organizer 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 coordinate the progression of the units she teaches to follow a logical progression for her students. She had assisted in construction of the Unit Organizer I presented to her students prior my instruction on the Reference Materials Unit, and I shared the examples within the guidebook as well as examples created during my own initial training for the first badge. Mrs. Blevins stated she felt using the Unit Organizer 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 the Nonfiction Test-Organizational Patterns Unit, she returned to the Organizer as they covered each of the topics during that unit, adding to the Expanded Unit Map for each topic and brainstorming new questions.
