DLI 4th Grade Guide

Review expectations and routines for the Math Center #1

● Teacher reviews expectations and routines for skill based time and Center #1. ● Teacher chooses students to model some expectations and routines while the whole class watches. ● Teacher has whole class practice performing that Center #1. ● Teacher monitors room; but does not engage with students. ● Teacher ends small-group time with a debriefing session with whole class. ● Teacher quickly reviews each of the expectations and routines for skill-based time and the Center #1. ● Teacher chooses students to model some expectations and routines while the whole class watches. ● Teacher introduces 2-3 independent seatwork tasks and the center activity. ● Teacher lets a group of students move into the Center #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 Center #1. ● Teacher monitors room, but does not engage with students. ● Teacher ends small-group time with a debriefing session with whole class. ● Teacher introduces and explains each of the expectations and routines for Center #2 (e.g. Technology Station: enVision Digital Math Games, Practice Buddy, Quick Check, STEM Grant Program, etc.) ● Teacher chooses students to model each expectation and routine while the whole class watches. ● Teacher lets a group of students go to the Practice ● Same as Day 8 above

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Students learn about the selected Center #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 Center #1.

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7

25

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Students actively participate in a debriefing session.

● Phase II: Introduction: Multiple Tasks — Teacher Monitors

Practice with Independent Work and Math Center #1

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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 skill-based time is increased) work at Center #1 independently. The remainder of the class works on the independent seatwork tasks. Students actively participate in a debriefing session.

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8

30

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Practice with Independent Work and Math Center #1

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Same as Day 8 above

9

30-45

Introduce Math Center #2

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Students learn about Center #2 and discuss the importance of each with the whole group. Individual students model for others what the expectations and routines look and sound like. One group of students works at Center #1. One group of students works at Center

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10

30-45

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