Some practice tasks I do require a partner, whether a game, a sort, task card games or hunts, a set of flashcards they quiz each other with, or sometimes a build, lab, or discussion that requires more than one. 

One-on-one instruction: I take time to check my tracker before class.  I note who is the furthest back on the pacing tracker to meet with them that day. 

At the beginning of class, I have a traffic light that I put on green to signify an “open table” to answer any questions for students so that they can get busy.

As soon as it slows down, I turn it to red and meet with students one-on-one to help them with what is making them fall behind pace, a misconception I have seen through observation or practice, or to grade a mastery check together. 

As soon as I finish my pile and list, I reopen the table and change my light to green, signaling to students that I am available to assist them.

Small-group instruction: I rarely use small-group instruction as one-on-one enables me to focus on the needs of one student fully. 

If I have a group, possibly students with the same role in a literature circle that week, I bring all of them to my table, and we discuss the parameters of their role. 

I also meet in a small group with my students who finish ahead of pace to negotiate their Aspire to Dos. I always have a few things ready, but many of my classroom changes have come from students who know what they want to do for their own learning.

Whole-group instruction: I really don’t use much time as a whole group. We open the class together, and I will share a vocabulary word, go over the agenda, and tell them where they should be on pace. 

I use whole group instruction at the beginning of the school year to help them figure out how to log in to get their learning materials or when I notice a significant pattern of misunderstanding with a lesson procedure or a smaller concept. I also read aloud stories, but that is a bit different than whole group instruction.