SALTA 4th grade

Teacher lets a group of students move into the Practice Station #1 area to work on the activity while other students remain at their seats. After a set amount of time, teacher assigns a new group to Practice Station #1. Teacher monitors room, but does not engage with students. Teacher ends small-group time with a debriefing session with whole class.

and sound like. Two groups of students (more groups if length of small-group time is increased) work at Practice Station #1 independently. The remainder of the class works on the independent seatwork tasks. Students actively participate in a debriefing session.

Practice with Independent Work and Practice Station #1

(Same as Day 8 above)

(Same as Day 8 above)

9

45-60

Introduce Practice Station #2

Teacher introduces and explains each of the expectations and routines for Practice Station #2. Teacher chooses students to model each expectation and routine while the whole class watches. Teacher lets a group of students go to the Practice Station #1 and lets a 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 debriefing session with 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 debriefing session. 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

10

45-60

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.

11

45-60

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