SALTA 4th grade

Teacher monitors the room, but does not engage with students. Teacher ends small-group time with a debriefing session with whole class.

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 #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 debriefing 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 Practice Station The remainder of the class works on independent tasks. Students actively participate in a debriefing session.

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 expectation 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 debriefing session with 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 expectation and routines while the whole class watches. Teacher chooses students to go to the four 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 debriefing session with whole class.

12

45-60

Introduce and Practice with Practice Station #4

13

45-60

Phase III: Multiple Tasks — Teacher Pulls One Group

Introduce teacher working with small group

Teacher quickly reviews each of the expectations and routines for small-group time and Practice Stations as needed, emphasizing the “no interruption” concept.

Students listen while teacher reviews expectations and routines. Individual students are asked to model for

14

45-60

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