DLI 5th Grade Guide

Math Skill-Based Small Group Implementation Plan

This planner is a recommended sequence for establishing expectations and routines for implementing the skill-based instruction component of the CSD Math Block. If the class is having a hard time following the expectations and routines, it may be necessary to reteach the specific expectations and/or routines with which the students are struggling. An additional consideration may be to decrease the daily minutes spent on skill-based 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.

TIME (min.) (flexible)

DAY

Instruction Goal

What is the TEACHER doing?

What are the STUDENTS doing?

Phase I of Skill-Based Instruction Time: Teacher Monitors

Introduce skill-based time, expectations, and routines

● Teacher explains each expectation and routine ● Teacher chooses students to model each expectation and routine while the whole class watches with a discussion to follow ● A poster that will be hung up in the classroom for reference of expectations and routines for skill based instruction time. ● Teacher quickly reviews each of the expectations and routines for skill-based time. ● Teacher chooses students to model some expectations and routines while the whole class watches. ● Teacher gives students a task (that needs little explanation) to do independently at their seats. ● Teacher monitors 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 a Math Center #1 (e.g. Pick a Project) that will be consistently utilized. ● Teacher chooses students to model each expectation and routine while the whole class watches. ● Same as Day 1 above ● Same as Day 3 above ● Same as Day 3 above

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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. Students listen while teacher reviews expectations and routines. Individual students model for others what the expectations and routines look and sound like. All students work independently at their seats. Same as Day 1 above

1

15

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Practice skill-based time, expectations, and routines Practice skill-based time, expectations, and routines

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2

15

●

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3

20

●

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Students actively participate in a debriefing session.

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Same as Day 3 above

4 5

20 20

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Same as Day 3 above

Introduce Math Center #1

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

6

25

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