DLI 4th Grade Guide

Canyons School District ​​

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Instructional Supports Department

●​ Teacher chooses students to model some expectations and routines while the whole class watches. ●​ Teacher chooses students to go to the four 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. ●​ Teacher ends small-group time with a debriefing session with whole class. ●​ Teacher quickly reviews each of the expectations and routines for small-group time and Practice Stations as needed, emphasizing the “no interruption” concept. ●​ Teacher chooses students to model some expectations and routines while the whole class watches. ●​ Teacher gives the independent tasks for small-group time and the Practice Station options. ●​ Teacher pulls one group for about 10-15 minutes to work with who needs reteaching/pre-teaching. ●​ Teacher ends small-group time with a debriefing session with whole class.

session.

Phase III: Multiple Tasks—Teacher Pulls One Group

●​ Students listen while teacher reviews expectations and routines. ●​ Individual students are asked to model for others what some of the expectations and routines mean. ●​ Students choose from Practice Station options. ●​ Students move freely from independent tasks and Practice Stations following the directions the teacher has given. ●​ Students actively participate in a debriefing session.

Introduce teacher working with small group

45-60

14-15

Phase IV: Multiple Tasks—Teacher Pulls Multiple Groups

45-60 From now on, any time a new activity or Practice Station is added for small-group time, the teacher should follow a similar routine as the one established above. When ready to begin Phase IV, the teacher may begin to pull multiple groups using intervention and challenge materials and activities.

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