4th grade Instructional Guide

Skill-Based Small Group Time Planner Establish expectations and routines for implementing SBI

This planner is a recommended sequence for establishing expectations and routines for implementing the skill-based small-group instruction component of the CSD literacy block. If the class is having a hard time following the expectations and routines, it may be necessary to reteach the specifc expectations and/or routines with which the students are struggling. An additional consideration may be to decrease the daily minutes spent on small-group time until students can maintain independence at a satisfactory level. The unique needs of each classroom will dictate whether or not this scope and sequence takes 16 days. Please adjust accordingly. When planning for practice stations, plan to build in authentic practice, relevant tasks that are engaging and core aligned . Stations should be simple to maintain by both teacher and students . Students can complete station tasks independently or with strategic partners. Practice Stations reinforce the scope and sequence of previously taught skills and extends for deeper understanding. Possible Suggestions for Practice Stations during Skills-based Instruction: ● Social Studies and Science Connections ● Wonders Center Activity Cards ● Writing assignments ● Research and Inquiry projects ● Keyboarding practice ● Targeted Reading with aligned purposes and tasks ● Amira, Lexia or Reading Plus (4th-5th only), or iReady ● Technology supports (e.g., Apps, websites etc.) ● First read with Leveled Readers ● Practice of previously learned material

Instructional Goal

What is the TEACHER doing?

What are the STUDENTS doing?

Day

Time (min. fexibility)

Phase I of the Skill-Based Small Group Instruction Time: Teacher Monitors

● Teacher explains each of the expectations and routines for small-group time using a poster that will be hung up in the classroom for reference. ● Teacher chooses students to model each expectation and routine while the whole class watches.

● Students learn about expectations and routines and discuss the importance of each expectation and routine with the whole group. ● Individual students model for others what the expectations look and sound like.

Introduce small-group time expectations and routines

1

15