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TimeComponentTeacherStudents (Small Group)Students (Indpendent)Planning & MaterialsPitfalls
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5 minFluencyFacilitates fluency activity with integrity
Notes student performance
Builds sense of momentum
Solicits and stamps conceptualy grounded strategies/student thinking.
Celebrate growth and effort		Participate fully in fluency activity
Share thinking/strategies
Make sense of and incorporate thinking/strategies of others
Attend to their own proficiency and growth		Select fluency activity using data (just in time support or reaching proficiency on current work)
Fluency materials ready (Sprint printed, whiteboards ready, problems in PPT or charted, etc.)		Pivoting to mini-lesson in response to student struggle
Focusing on rote memorization over flexiblity, conceptual strategies, and numeracy
Skipping synthesis of learning
Grounding selections in what feels important rather than data and the core work of the grade
Ignoring the intended stucture
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10 minSmall Group Round 1Launch students to indpendent work, checks they begin work, and gather small group soo al students' work can been seen.
Connect small group work to current learning and story of math.
Launches with task or think-aloud
Stamps key concepts
Supports initial practice - monitoring and responding
Monitors independent work to assess impact of small group		Participate in learning activity.
Share thinking or make sene of and evaluate the thinking of others.
Apply strategies na dthinking from teacher or peers in practice.
Incorporate teacher feedback.
Complete assessment and track progress.		Take out laptops log-in to Zearn efficiently.
Work on asigned lessons (practicing current work or just in time support) with focus and motivation.
Persevere through challenges and indicate when they need assistance.
Track progress towards goals.
Select students and concept based on data and core work of the grade (just-in-time access, short cycle formative response, tier II on core work)
Selects aligned, high-qualty resource to support instruction.
Selects approriate instructional method
Plans for monitoring, stamps, and think-aloud or show-call
Gathers materials (pinrt handouts, collect manipulatives, whiteboards, etc.) 		Focusing on discrete, disconnected skills.
Selecing too many students or too large a concept
Building everything from scratch in planning.
Not stamping key concepts.
Skipping independent practice.
Assuming all students leave small group proficient without assessing.
Not planning think-aloud/task launch and questions, monitroing look fors, and stamps.
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3 minMonitoringAssigns appropriate work to departing small group.cc
Monitors independent student work (checking tower alerts or systems for students requesting support) and confrims all studends are productively engaged.
Gathers new small group.		Completed small group returns to seats and completes additional aligned pracitce (on paper or on Zearn) or transitions to Zearn assignement.
New small group closes Zearn work and moves to small group		Work on asigned lessons (practicing current work or just in time support) with focus and motivation.
Persevere through challenges and indicate when they need assistance.
Track progress towards goals.
systems for monitroing students lesson completion or requests for assistance.Assuming students are on task because they are quiet or look engaged.
Allowing students to struggle through Zearn unproductively because they are engaged.
Over scaffolding or locking in to support 1-2 students for several minutes.
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10 minSmall Group Round 2Launch students to indpendent work and gather small group.
Connect small group work to current learning and story of math.
Launches with task or think-aloud
Stamps key concepts
Supports initial practice - monitoring and responding
Monitors independent work to assess impact of small group		Participate in learning activity.
Share thinking or make sene of and evaluate the thinking of others.
Apply strategies na dthinking from teacher or peers in practice.
Incorporate teacher feedback.
Complete assessment and track progress.		Work on asigned lessons (practicing current work or just in time support) with focus and motivation.
Persevere through challenges and indicate when they need assistance.
Track progress towards goals.
Select students and concept based on data and core work of the grade (just-in-time access, short cycle formative response, tier II on core work)
Selects aligned, high-qualty resource to support instruction.
Selects approriate instructional method
Plans for monitoring, stamps, and think-aloud or show-call
Gathers materials (pinrt handouts, collect manipulatives, whiteboards, etc.) 		Focusing on discrete, disconnected skills.
Selecing too many students or too large a concept
Building everything from scratch in planning.
Not stamping key concepts.
Skipping independent practice.
Assuming all students leave small group proficient without assessing.
Not planning think-aloud/task launch and questions, monitroing look fors, and stamps.
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2 minClosingCelebrate student growth
Launch and monitor closing procedures.
Note any students requiring follow up from Zearn or small group.		Track progress on Zearn as approriate.
Efficiently store laptops.
Celebrate personal and peer growht.		Systems for tracking growth and celebrations
System for noting and following up with students.		skipping celebration
Not tracking studnets requiring follow up
Attempting to resolve all points of struggle
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