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To find Math Readers...

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To find Math Center Game Boards...

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When teaching routines and procedures, present visual cues that explicitly align with each important step or expectation. Post these visual cues in relevant areas of the classroom for students’ reference, and for your reference as you reinforce and practice routines and procedures with students. Ensure visual cues are accessible by all students by considering their design and locations within the classroom.

This supports students by stimulating their brains in different ways to help them connect with and retain routine/procedure steps.

Monitor Progress By:

Observing whether students refer to posted visual cues when engaging in routines and procedures

Noting whether visual cues are accessible to all students

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Present center materials as valuable tools for all students and position their use as a regular part of learning. Be intentional about where materials are stored in the classroom and consider placing relevant tools directly in small-group or center areas for easier use. Explicitly teach and practice procedures for accessing materials, using them in safe and appropriate ways, and putting them away.

This supports students by normalizing the use of materials to support all students’ learning and reinforcing procedures for accessing and using them.

Monitor Progress By:

Observing whether students feel comfortable accessing and using materials as needed or wanted

Noting whether students are handling and using materials appropriately or if review of procedures is needed

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Discuss Expectations for, and Practice, Center Transitions

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Discuss Expectations for, and Practice, Center Transitions

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Discuss, teach, and practice procedures for transitioning from one center to another. Incorporate tools to guide students’ rotations, such as a chart showing the order in which groups move from one area to the next or a choice menu in which students choose centers of interest to them. Use a signal, such as a bell, to indicate when it is time to rotate and practice safe and efficient movement from one area to another. Be sure to consider individual student needs when considering aspects of movement and space.

This supports students by ensuring safety and efficiency during center transitions.

Monitor Progress By:

Observing transitions to identify when additional practice is needed

Asking students to reflect on how transitions are going and what improvements might be made

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Select the centers you want to include in future rotations and intentionally plan ample time to systematically introduce and practice each center with students. For example, if your aim is to include technology, word work, and independent reading centers, build up to all three by designating one week to introduce and practice tasks and expectations for the first center. The next week, focus on the second, and so on, building to success with all three centers.

This supports students by providing designated time upfront to learn each center so that eventually, their cognitive energy can be spent engaging with content.

Monitor Progress By:

Observing students’ comfort with a center before introducing a new one

Noting students’ readiness with a center before adding it to rotations

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Introduce and practice each new center activity, first as a whole group. Introduce the center task and related materials, explain the expectations, and then model what it looks like to meet those expectations (you may also choose to model or invite students to provide non-examples). Give students ample time to practice the center with teacher guidance and demonstrate readiness before including it in rotations.

This supports students by providing time to practice and gain comfort with each center before engaging in it without teacher guidance.

Monitor Progress By:

Observing the level of teacher support students’ need with a new center

Asking students to share whether they need more guided practice with a center or if they are ready to engage in the center without teacher support

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Incorporate opportunities for student choice among center activities. Consider using choice menus or tiered tasks where it makes sense and encourage students to make choices that align with their interests, strengths, or challenges they want to tackle. Explicitly teach choice structures (e.g., Menus, Think-Tac-Toe, etc.) to support their success. Consider inviting students to contribute their own ideas for centers based on what they are currently learning about or would like to learn about.

This supports students by fostering their agency throughout learning.

Monitor Progress By:

Seeking students’ feedback about the choices they have

Noticing how choice impacts students’ engagement with and learning of essential content
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