DLI 5th Grade Guide

e.g., Lexia, Amira) to do independently at their seats. ➢ Teacher monitors room; but does not engage with students. ➢ Teacher ends small-group time with a debriefing session with whole class. ➢ ➢

All students work independently at their seats. Students actively participate in a debriefing session.

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4 5

25 25

Same as Day 3 above Same as Day 3 above

Same as Day 3 above Same as Day 3 above

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➢ Teacher introduces and explains each of the expectations and routines for a Practice Station #1 (e.g. Fluency Station) that will be consistently utilized. ➢ Teacher chooses students to model each expectation and routine while the whole class watches.

➢ Students learn about the selected Practice Station #1 expectations and routines and discuss the importance of each with the whole group. Individual students model for others what the expectations and routines look and sound like. Students learn about the selected Practice Station #1 expectation and routines and discuss the importance of each with the whole group. ➢ Individual students model for others what the expectation and routines look and sound like. ➢ All students actively work on Practice Station #1. ➢ Students actively participate in a debriefing session. ➢

Introduce Practice Station #1

6

25

➢ Teacher reviews expectations and routines for small group time and the Practice Station #1 from Day 7. ➢ Teacher chooses students to model some expectations and routines while the whole class watches. ➢ Teacher has whole class practice performing that Practice Station #1. ➢ Teacher monitors room; but does not engage with students. ➢ Teacher ends small-group time with a debriefing session with whole class. ➢

Review expectations and routines for the Practice Station #1

7

25

Phase II: Introduction: Multiple Tasks — Teacher Monitors

➢ Teacher quickly reviews each of the expectations and routines for small-group time and the Practice Station #1. ➢ Teacher chooses students to model some expectations and routines while the whole class watches. ➢ Teacher introduces 2-3 independent seatwork tasks and the practice station activity. ➢ Teacher lets a group of students move into the Practice Station #1 area to work on the activity while other students remain at their seats. ➢ After a set amount of time, teacher assigns a new group to Practice Station #1. ➢ Teacher monitors room, but does not engage with students. ➢ Teacher ends small-group time with a debriefing session with whole class.

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Practice with Independent Work and Practice Station #1

Students listen while teacher reviews. expectations and routines. Individual students are asked to model for others what some of the expectation and routines look and sound like. Two groups of students (more groups if length of small-group time is increased) work at Practice Station #1 independently. The remainder of the class works on the independent seatwork tasks.

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8

45

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Adapted from: Consortium on Reading Excellence Small Group Implementation Small Group Time Planner (2008)