Elementary Tier 2 Manual

Canyons School District

Instructional Supports Department

routines

➢ Teacher chooses students to model each expectation and routine while the whole class watches.

whole group. ➢ Individual students model for others what the expectations look and sound like.

Practice small-group time expectations and routines Practice small-group time expectations and routines

➢ Same as Day 1 above

➢ Same as Day 1 above

2

15

➢ Teacher quickly reviews each of the expectations and routines for small-group time. ➢ Teacher chooses students to model some expectations and routines while the whole class watches. ➢ Teacher gives students a task (that needs little explanation e.g., Lexia, Amira) to do independently at their seats. ➢ Teacher monitors the room; 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 a Practice Station #1 (e.g. Fluency Station) that will be consistently utilized. ➢ Teacher chooses students to model each expectation and routine while the whole class watches. ➢ Teacher reviews expectations and routines for small group time and the Practice Station #1 from Day 7. ➢ Teacher chooses students to model some expectations and routines while the whole class watches. ➢ Teacher has whole class practice performing that Practice Station #1. ➢ Teacher monitors the room; but does not engage with students. ➢ Teacher ends small-group time with a debriefng session with the whole class. ➢ Same as Day 3 above ➢ Same as Day 3 above

➢ 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. ➢ Students actively participate in a debriefng session. ➢ Students learn about the selected Practice Station #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. ➢ Students learn about the selected Practice Station #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 Practice Station #1. ➢ Students actively participate in a debriefng session. ➢ Same as Day 3 above ➢ Same as Day 3 above

3

25

4 5

25 25

Introduce Practice Station#1

6

25

Review expectations and routines for the Practice Station #1

7

25

Phase II: Introduction: Multiple Tasks—Teacher Monitors

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