Small

Groups
Next Steps
Participant Outcomes
Analyze the 2 types of Station Models and select one to use in
your classroom

Recall new or share personal tips & tricks for successful

implementation of small groups and/or stations

Identify and discuss effective materials/resources for stations and

small groups
 SAME SUM Partners
Using addition flash cards from the dollar
store, students look for the partner that has
the same sum of their fact. Because the cards
are two-sided, with different facts on each
side, I put a dot on the side I want the
students to use.

Variations
Commutative Property Partners
Using addition or multiplication flash cards from the dollar store,
students look for the partner that has the flip flop of their fact.

Partnerships that Enhance Vocabulary:

I use the synonym and antonym cards for pairings, but I also use them
throughout the year when we are doing word study activities.
 PARTNER TALK
Find your SAME SUM PARTNER

With your SAME SUM PARTNER, take turns sharing

your reflections from the warm up activity.
Definition of a Work
Station
a place where a variety of activities
reinforce and or extend learning, often
without the assistance of the classroom
teacher. Deb Diller, 2005
 A Workstation
is an area of the classroom where a variety of hands on materials
and meaningful activities are available (tables, desks, floor space,
etc)

has clear objectives and outcomes

provides opportunities for children to be actively involved in

learning

is for students to practice and apply skills and concepts

allows opportunities for students to problem solve and use critical

thinking skills

helps students become more independent learners while making

choices in a variety of ways

encourages students to collaborate with classmates

has treading, writing/recording, and discussion (Listening/Speaking)

Q: Why Use Stations?
1. On your own, list 3 benefits to
teachers and 3 benefits to students.

2. Find your Same Sum Partner and

share all
the reasons. Add any new ideas to
your list.
Teacher Benefits Student Benefits
 Possible Answers
Gives you more time to interact with students in small
groups

Meets the needs of individual students (differentiation)

Allows for different learning styles (lots of activity options)

Encourages positive behavior (this is more fun than

worksheets )

Builds self-concept as students experience success

Gets lots of skills and concepts practiced on a consistent

basis (spiral review)

Increases RIGOR.
There Are Some Must
Haves
No matter WHAT type of small groups
are done, there MUST be some sort of
Im Finished Now What plans!

The most effective classrooms have a

system of stations or meaningful
activities to complete when students
are NOT with the teacher.

Lets take a look!

2 Models for Stations
MODEL 1ROTATION
(Please Make a T Chart)
Definition

Students rotating from one station to another

in a set amount of time. Teacher chooses the
order and (most often) with whom the
students work.
 Rotation System
Teacher needs to:

group students

change groups frequently

assign identifiers for each group

differentiate within the Station

have an Im Finished, Now What? Activity for each station

(not just free read!)

Set routine for switching stations (set a timer, set rotation

motion)

Plan centers that most students finish at the same time so

Im Finished, Now What?
Rotation System
To Watch Out
Benefits
Control of timing For
What if kids dont finish the
Teacher creates center in the given time?
groups
What if they get done and
you are not ready to rotate?
Students are
flexibly grouped Stagnate groups
and given
Finding centers that take
purposeful work, the same amount of time to
identified through do
assessment.
Lack of flexibility in pulling
students into a group
(teacher usually becomes a
station themselves
 Organizing with Rotations
Math Rotations

KFA Mrs. I ndependent Tower

Practice
Meyn Power
otation Red Orange Blue Yellow

Rotation Yellow Red Orange Blue

Rotation Blue Yellow Red Orange

Rotation Orange Blue Yellow Red

Red Orange Blue Yellow

Hayden Brandon Gabe Christian
Kush Hanna Angie Kaitlyn
Peyton Jane Brady Bryce
Sophia Cooper Amelia Caroline
Damilola Daxton Joey Sydney
Heath Olivia Taiyo Giuseppe
 Rotation Model Example
Daily 5 Rotations

STARS Literature Independent Word Work on

Circle Reading Work Writing

1st Rotation Red Orange Blue Green Purple

nd
2 Rotation Purple Red Orange Blue Green

rd Math Rotations: 5
3 Rotation Green Purple Red Orange Blue

th
4 Rotation Blue Green Purple Red Orange Computer Independent Free Choice Error KFA
Practice Games
5th Rotation Orange Blue Green Purple Red
Analysis
st
1 Rotation Red Orange Blue Green Yellow

nd
Red Orange Blue Green Purple 2 Rotation Yellow Red Orange Blue Green
Amanda Angie Joey Malana KadenB.
MatthewC. Collette Amelia Chase HaydenE. rd
IsabellaG. PJ MathewG. HannahH. Kailyn 3 Rotation Green Yellow Red Orange Blue
Dillion Camryn Alex Evan HannahM.
Gabby Kyle Avery Peyton IsabellaT. th
4 Rotation Blue Green Yellow Red Orange
Rachel Maddie Caroline Gina CadenH.
Eli
th
5 Rotation Orange Blue Green Yellow Red

Red Orange Blue Green Yellow

Jane Bryce Amya Gabe Damilola
Olivia Brandon Hanna Angie Kush
Heath Sydney Daxton Brady Caroline
Christian Giuseppe Cooper Amelia Peyton
Sophia Kaitlyn Joey Malcolm
Hayden
2 Models for Stations
MODEL 2 SELF-SELECTED/MENU
Definition

Students working off of a menu

or to do list of activities.

They do things in whatever

order and (generally) with
whomever they choose (groups
are heterogeneous) as long as
all items are completed by a
given time.

Desserts are provided as

incentives for students to
finish their Must Dos
Self Selected/ Menu System
Teachers need to:
create individual contracts,
to-do list or planning
sheets to have a record of
what Stations the student
is working on and what
activities have been
completed
differentiate within the
Station
Plan stations that vary in
time to complete
ELA Week of January 19-22
MUST DOs
Journeys
Read to Group: A Spy for Freedomp. 408-410. Read for
fluency.
Compare Texts (p. 411): choose either Text to Text, Text to
Self, or Text to World. Complete the activity
independently.
Read to Self: Molly Pitcher p. 393-403
Complete pages 181-182 in your Readers Notebook.
Read to Partner: Emily Geigers Dangerous Mission (small
reader)
Write a paragraph about the contributions of women in the
Revolutionary War. Be sure to cite specific details from
both Molly Pitcher and Emily Geiger to support your
thoughts.
Social Studies: Chapter 9
Read Lesson 1: Americans and the Revolution, pages 338-
343
Read Lesson 2: Fighting for Independence, pages 346-352
Analyze Patriotic Songs: read one of the patriotic song
lyrics. Decode the lyrics and write what you think it
means. Create an illustration for this song.
STARS
 Self-Selected/Menu
System
Teachers need to:

Determine the block of time

Explain menu items carefully to avoid

a lot of questions.

Establish rules/expectations
Self-Selected/Menu System
Choice for kids, this
gives lots of
To Watch Out
Benefits
motivation!
For
Allows for fluid and
flexible small groups Pile ups (kids waiting on
without bothering others to finish so they
can get to that center)
students center
completion Students not completing
Teacher can check- tasks in a timely
in/reteach because manner.
he/she isnt a rotation.
This gives the teacher
more freedom for
remediation or
enrichment as needed.
Menu Examples
Name ___________________ Teacher ______

Building The First Colonies (Chapter 4; pages 148179)

Daily 5 Menu Due:
Read to Partner:
The Lost Colony of Roanoke Island , By: Karen Ordahl Kupperman
6.RI.2. Determine the central idea of a text and how it is conveyed through particular details; provide a summary of the text
distinct from personal opinions or judgments.

First Read: Read the a rtic le annotate

Second Read: Re-read the a rtic le a nd write the gist of each paragraph to the side in the ma rgins.

Third Read: O n your final read of the article, write a brief summary of what you ha ve learned. Be sure tha t you
have a ma in idea sta tement a s well a s supporting deta ils. Write your summa ry below.

Read to Self Small Group Learning Word Work

(Two Times Per Week) Target:
6.RL.2. I can provide a summary of the Cause and Effect Activity 1: - Vocabulary Cartoons
text distinct from personal opinions or 6.RI.4. I can determine the meaning of
judgments. words and phrases as they are used in a
Target: 5.RI.5. I can compare text.

Read: Book of your c hoic e and contrast the overall structure of

events, ideas, concepts, or C hoose 3 of the following words a nd
within your Lexile Level. (10 information in two or more texts. c reate a Voca bula ry C artoon of
minutes) Fill out the genre, start each.
and end pa ges. colony
C reate a C ause/ Effec t map
plantation
Write: Book Talk to support the following main slavery
idea on page 150: profit
Share about what you read in
3-4 sentenc es. What is the indentured servant
European settlements had some compact
gist of what you read? terrible effects on Native
Americans.

Work on Writing: Activity 2: Compare/ Contrast

5.W.2. I can write informative/ explanatory texts to examine a topic and convey 5.RI.5. I can compare and contrast the
ideas and information clearly. overall structure of events, ideas, concepts,
or information in two or more texts.

C hoose 1 of the following ac tivities to write about in your journal. Be

sure tha t you are using evidenc e from the text to fully explain your
Use two of the voc abulary words
thinking. in a map that c ompares/ c ontrasts
present day with C olonia l times.
Think a bout what it may have
Activity 1: looked like in C olonial times (give
Rea d pg. 169 a nd then write a pa ragra ph expla ining: exa mples from text) and how it
How was the Mayflower Compact an example of self-government? may look today (give exa mples
from experienc e: personal, or in
the world today)
Activity 2:
What were some of the adva ntages and disa dvanta ges of majority rule
J a mestowns rela tive loc ation? Write your a nswer using evidenc e ally
based responses. supply
demand
mission
legislature
Menu Examples
I See The Power In This

Centers let students work on a variety

of things and standards. Some come
easier to a particular student, some
come harder.

Stations or centers are a way for

students to get meaningful practice,
you to evaluate what they know, and
gives you time to meet with a small
group for targeted, skill-based
Reflection

In your journal, reflect on where/when you can

implement rotations and/or a self-selected/menu
system.

Stand up and be LIQUID (move around the classroom)

When we say FREEZE, make a SOLID group of ____

and share your reflection with your group.
Handout
What Kind of Stations
Should I Have?
Curriculum-oriented Stations that meet specific academic
goals in literacy or math

Content area Stations that help develop content and

literacy skills. **Remember the new common core has
literacy embedded in Science and Social Studies**

Have a variety of text at different levels in order to allow

students to work at their independent level. (ex. All
students are practicing the skill of summarizing but are
using a text at their level)

In math, adjust the activity level by simply adjusting the

NUMBERS, not the skill (ex. Skill: adding by making 10s
18+ 3 or 25+36 or 217+473)
What Kind of Activities

Should I Use?
The Station activities should:
always reflect and practice information and skills students
have had instruction in and tied to measureable learning
objective

be meaningful, NOT busy work

be multi-level and reflect the wide range of needs and

abilities in your class

be hands-on, providing the learner with opportunities for

active involvement and meaningful practice

be developmentally appropriate

Should have the right level of Rigor

 How Many Stations
Should I Have?
You can have a couple of work stations going on at one time in
your classroom or you can have a dozenwith lots of options in
between.

The general rule of thumb is 4 students at a center. Use this to

calculate how many you will need.

If using a free choice model, remember to have a few extra

spots to allow for movement.

In the beginning a few work stations a week are very

manageable. Once you gain confidence and develop a sense
of what activities work best with your students, you can
gradually increase the number of Work Stations in your room.

So, lets take a look at what that may look like in your
classroom
Whats The Best Way to
Get Started?
In whole group or small group, introduce centers as you
are teaching the skill or concept (always model new
activities)
Everyone practices because everyone is doing it,
everyone is talking.

Aim for 1-2 a day to begin with. Heres an example;

Day 1 you may introduce a game
Day 2 you may introduce error analysis
Day 3, have half the class playing the game and half
the class doing error analysis
Continue like this until you have introduced the
amount needed to get started.
Starting Rotations??
Make it as easy as possible for you

After you have introduced centers (never put out a

center that works on a skill not yet taught), create
four rotations; teacher is one, keep two constant(game,
independent practice) and change one per week.
Ideas for the one you change are; KFA, Error Analysis,
etc.
**Utilize what you have. Limit copies, use notebooks for
recording**

Always monitor and adjust as needed. Remember

centers are a time for students to practice what has
been taught and for you to see how well they
understand.
Resources for Stations

MATH LITERACY

Empower Literacy
Empower Math Kit
Kit
How Is The Empower
LITERACY Kit organized?
RED FOLDERS: K-8

GREEN FOLDERS: GRADE LEVEL SPECIFIC

ORGANIZED BY STATION IN ALPHABETIC

ORDER

TEACHERS MANUAL

CAN BE USED AS CENTERS, IN A SMALL

GROUP LESSON, OR AS A WHOLE GROUP
LESSON
How is the Empower
MATH kit organized?
All the activity files are organized by
manipulative, then alphabetical.
Blue hanging file folders are FLUENCY
activities
Very little writing/recording, but lots
of oral communication
Super effective for spiral review of
skills on a daily basis
Yellow hanging folders are CENTER
activities
Will always involve some sort of
writing/recording
Can be used to enhance grade level
 PREPARE, Organize,
and Train Your
Materials
Students
Directions

Noise Levels

Student Movement

Room Arrangement

Teacher Assistance

Monitoring of students
 Prepare, ORGANIZE,
and Train Your
Students
Seating Charts
Arrange based on goals
All students can see teacher
Avoid distractions
Change seating routinely
 Prepare, Organize,
and TRAIN Your
Students
Establish Expectations
What should it look like/sound like when we
are doing stations or menus in the classroom?

Establish Rules
Examples:
No more than 4 (3,5,6?) at a center
You sit, you stay
If you dont work to our set expectations, I can
take your choices away (not working w/ friends,
not doing centers, etc.)
 So, Remember

Start Small
Prepare
Train your
Organize!
Students!

Set Build in
Expectations Accountability
Planning for ALL Stations
no matter what your Model
Choice
Know what skill(s) / concept(s) you want
to practice and the specific outcome*

Be sure the majority of your students can

handle the activity independently

Model, model, model the activity during

initial instruction of the concept and
revisit throughout the week

Provide a risk-free environment

Begin with the End in Mind (outcome

based)* You have to PLAN the activities
Tips and Tricks no matter
what your Model
Get and Stay Organized
Every student has a Literacy Journal (notebook) and 2
pocket folder (for organization) for Station work.

ALWAYS have debrief/checking time at the end of every

station time (NOT at the end of every station) *

Have desserts or Im Done activities for motivation

Get feedback from your students and other teachers

during collaborative planning.

Clean out folders at end of every week. Dont switch out

ALL the centers each weekkeep a few and switch a few.
Some stations can stay for 2-3 weeks and you are just
changing the text, the spelling or vocabulary words, etc.
Get and Stay Organized
Pull 4-6 students notebooks/journals to check in-depth
each day. This is the time to grade and give feedback
on the work that has been accomplished or find out if
the work is incomplete or incorrect

Dont hover! Do some occasional quick-walks or

glances around the room to make sure students are
workingbut get back to the small group teaching

Make sure center activities are in a basket or box and

have all needed materials WITH the instructions on
HOW do to the activity (examples of what you expect
are also super helpful!)
Try and label the center spot and keep those centers in
the same place each day all week long
 Management
Have a Compliment and Concern
quick debrief at the end of centers:
Compliment them on things you saw
going well and list concerns with
anything that wasnt.

Dont be afraid to revisit expectations

when needed. Looks Like Sounds Like
 Trouble Shooting
If stations arent going quite right ask yourself
these 4 questions:

1. Is the rigor just right?

2. Am I checking their work frequently enough?

3. Do I have motivating desserts?

4. Do I need to revisit expectations?

Chances are one of these 4 things is off. Adjust

and you will be back on track in no time!
 You Choose!
Take some time to think about YOUR math
and reading blocks. Write down your
preferred structure for implementing small
groups in both.
Set a goal date to begin (if you are not
already doing it).
If you are already doing small groups, what
changes are you thinking about making now?

Talk with your same sum partner about your

implementation plans
Small Group & Station
Time!
We are going to use a Menu Model to explore
some math centers while we pull small groups

Try them out you need to play to understand!

Talk to each other: Which standards does it

teach? What could you do to differentiate and
scaffold?

Be prepared to choose 1 center and explain it

noting how you could differentiate for your
students as needed
Success Cycle

goals

willingnes achievem
s ent

confidenc
e
 Thank You!!

On behalf of the Empower

Consulting Team, thank
you for your time and
interest in providing a
bright future for students.
Optional Video for HS
https://youtu.be/NnBxkWg5VcA