SALTA 3rd grade

#1

expectations and routines for a Math Center #1 (e.g. Pick a Project) that will be consistently utilized. Ø Teacher chooses students to model each expectation and routine while the whole class watches. Ø Teacher reviews expectations and routines for skill-based time and Center #1. Ø Teacher chooses students to model some expectations and routines while the whole class watches. Ø Teacher has whole class practice performing that Center #1. Ø Teacher monitors room; but does not engage with students. Ø Teacher ends small-group time with a debriefing session with whole class. Ø Teacher quickly reviews each of the expectations and routines for skill-based time and the Center #1. Ø Teacher chooses students to model some expectations and routines while the whole class watches. Ø Teacher introduces 2-3 independent seatwork tasks and the center activity. Ø Teacher lets a group of students move into the Center #1 area to work on the activity while other students remain at their seats. Ø After a set amount of time, teacher assigns a new group to Center #1. Ø Teacher monitors room, but does not engage with students. Ø Teacher ends small-group time with a debriefing session with whole class.

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

Review expectations and routines for the Math Center #1

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Phase II: Introduction: Multiple Tasks—Teacher Monitors

Practice with Independent Work and Math Center #1

Ø Students listen while teacher reviews. expectations and routines. Ø Individual students are asked to model for others what some of the expectation and routines look and sound like. Ø Two groups of students (more groups if length of skill-based time is increased) work at Center #1 independently. Ø The remainder of the class works on the independent seatwork tasks. Ø Students actively participate in a debriefing session.

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