SALTA 4th grade

Skill-Based Small Group Time Planner Used during the First 16 Days of Instruction

This planner is a recommended sequence for establishing expectations and routines for implementing the skill-based small-group instruction component of the CSD literacy 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 small-group 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. When planning for practice stations, plan to build in authentic practice, relevant tasks that are engaging and core aligned . Stations should be simple to maintain by both teacher and students . Students can complete station tasks independently or with strategic partners. Practice Stations reinforce the scope and sequence of previously taught skills and extends for deeper understanding. When planning for practice stations that utilize technology , explicitly teach routines and expectations for technology use including: • How to log in to Clever, app, or website • How to care for a device • How to check-out and store-charge a device • How to navigate the technology app, website, etc. • How to submit assignments •

How to show accountability with usage (e.g., how do I show I learned __ using the app)

Possible Suggestions for Practice Stations during Skills-based Instruction: • Social Studies and Science Connections • Reading Street Practice Station Flip Charts • Writing assignments • Research and Inquiry projects • Keyboarding practice

• Targeted Reading with aligned purposes and tasks • Imagine Learning, Lexia or Reading Plus • Technology supports (e.g., Apps, websites etc.) • First read for a Close Read • Practice of previously learned material

TIME (min.) (flexible)

DAY

Instruction Goal

What is the TEACHER doing?

What are the STUDENTS doing?

Phase I of Skill-Based Small Group Instruction Time: Teacher Monitors

Introduce small-group time expectations and routines (including expectations and

Teacher explains each of the expectations and routines for small-group time using an anchor poster physical or digital that will be displayed in the classroom for reference. Teacher chooses students to model each expectation and routine while the whole class watches. (e.g., expectations of using technology, how to take care of library books)

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.

1

15

routines for technology)

Practice small-group time expectations and

Same as Day 1 above

Same as Day 1 above

2

15

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