DLI 4th Grade Guide

Station #1 and lets a group go to Center #2.

#2.

● Teacher gives the remainder of class 2-3 tasks (that need little explanation) to do independently. ● Teacher monitors the 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 Center #2. ● Teacher chooses students to model some expectations and routines while the whole class watches. ● Teacher lets a different group of students go to the Center #1 and lets a different group go to Center #2. ● Teacher gives the remainder of class 2-3 tasks (that need little explanation) to do independently. ● Teacher monitors the room, but does not engage with students. ● Teacher ends skill-based time with a debriefing session with whole class. Teacher introduces and explains each of the expectations and routines for Center #3 (e.g Review Center: Center Game from previous topics, Daily Common Core Review, Problem Solving questions from previously taught standards, etc.) ● Teacher chooses students to model each expectation and routine while the whole class watches. ● Teacher quickly reviews each of the expectations and routines for skill-based time and Centers #1&2 as needed. ● Teacher chooses students to model some expectation and routines while the whole class watches. ● Teacher chooses students to go to the three areas introduced so far while the rest of the class work on 2-3 independent tasks (new groups may be rotated in as desired). ● Teacher monitors rooms, but does not engage with students. ●

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The remainder of the class works on independent tasks at their seats. Students actively participate in a debriefing session.

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Practice with Independent Work and Two Math Centers

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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 #2. The remainder of the class works on independent tasks at their seats. Students actively participate in a debriefing session. Students learn about Center #3 expectations and routines and discuss the importance of each with the whole group. Individual students model expectations and routines for others. Small groups work at each Center The remainder of the class works on independent tasks. Students actively participate in a debriefing session.

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11

30-45

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Introduce and Practice with Math Center #3

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12

30-45

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