Elementary Tier 2 Manual

Canyons School District

Instructional Supports Department

Practice with Independent Work and Two Practice Stations

➢ Teacher quickly reviews each of the expectations and routines for small-group time and Practice Station #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 Practice Station #1 and lets a different group go to Practice Station #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 debriefng session with the whole class.

➢ Students learn about Practice Station #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 Practice Station #1. ➢ One group of students works at Practice Station #2. ➢ The remainder of the class works on independent tasks at their seats. ➢ Students actively participate in a debriefng session. ➢ Students learn about Practice Station #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 Practice Station ➢ The remainder of the class works on independent tasks. ➢ Students actively participate in a debriefng session. ➢ Students learn about Practice Station #4 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

11

45-60

Introduce and Practice with Practice Station#3

➢ Teacher introduces and explains each of the expectations and routines for Practice Station #3. ➢ Teacher chooses students to model each expectation and routine while the whole class watches. ➢ Teacher quickly reviews each of the expectations and routines for small-group time and Practice Stations #1-2 as needed. ➢ Teacher chooses students to model some expectations 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. ➢ Teacher ends small-group time with a debriefng session with the whole class. ➢ Teacher introduces and explains each of the expectations and routines for Practice Station #4. ➢ Teacher chooses students to model each expectation and routine while the whole class watches. ➢ Teacher quickly reviews each of the expectation and routines for small-group time and Practice Stations #1-3 as needed. ➢ 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

12

45-60

Introduce and Practice with Practice Station#4

13

45-60

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