When I taught 5th grade math, I had a 30 minutes slot of math intervention daily. In these centers, I was able to provide intervention, practice, and enrichment by how I grouped my students. I typically grouped them by ability and used other groups within my lessons. I typically had 3 rotations and I had my Special Education Teacher in the the room as well. Students rotated in the same order each day and knew the routine well. My three centers:

1. Teacher-Center: Here students received instruction that was appropriate to their ability. It was either a review of concepts we had been practicing or pre-teaching of new concepts.

2. Work Center: Students completed a practice of the teacher-center content. This was typically a practice page, but it was also used for cumulative Math Boxes review and Mountain Math.

3. Math Facts/Computer or Game Center: Our school district purchased the Everyday Math Online suite, so students usually played an Everyday Math game related to our topic of study. Sometimes I would ask that they play a related Everyday Math card or board game instead of a computer game. Before games though, students had to complete math fact practice on the computer using Xtramath. Xtramath is a free online tool that I used to practicing and assessing math fact progress.

I used similar intervention centers in science last year following unit tests. However, this year I plan to use intervention centers once per week. I have selected Tuesday at this point because its also the day that I pass out the review homework-Science Boxes. I will use about 35-40 minutes for these centers, which is about 12 minutes each. They will consist of:

1. Teacher Center

2. Practice Center/Vocabulary Practice

3. Computer/Game Center

The teacher and practice center will be used in the same way as they were for math. I will use the Computer/Game center for showing short teaching videos, Quizlet practice, or science games. I also hope to have access to Study Island this year.

For either math or science, I rotate my centers in the same order:

1. Teacher-Center: Here students received instruction that was appropriate to their ability. It was either a review of concepts we had been practicing or pre-teaching of new concepts.

2. Work Center: Students completed a practice of the teacher-center content. This was typically a practice page, but it was also used for cumulative Math Boxes review and Mountain Math.

3. Math Facts/Computer or Game Center: Our school district purchased the Everyday Math Online suite, so students usually played an Everyday Math game related to our topic of study. Sometimes I would ask that they play a related Everyday Math card or board game instead of a computer game. Before games though, students had to complete math fact practice on the computer using Xtramath. Xtramath is a free online tool that I used to practicing and assessing math fact progress.

I used similar intervention centers in science last year following unit tests. However, this year I plan to use intervention centers once per week. I have selected Tuesday at this point because its also the day that I pass out the review homework-Science Boxes. I will use about 35-40 minutes for these centers, which is about 12 minutes each. They will consist of:

1. Teacher Center

2. Practice Center/Vocabulary Practice

3. Computer/Game Center

The teacher and practice center will be used in the same way as they were for math. I will use the Computer/Game center for showing short teaching videos, Quizlet practice, or science games. I also hope to have access to Study Island this year.

For either math or science, I rotate my centers in the same order:

For purposes of explaining my technique, I have labeled my ability groups: Intervention, Practice, and Enrichment. In class, however, student groups would have generic labels not related to their abilities, such as Monkeys, Squirrels, and Snakes (We did a Jungle theme one year.)

I would bring my Intervention group to my table first and the practice center second so that I knew they had the instruction necessary to complete the practice work. For reluctant students, I would use game center as a reward for doing their best work. My special education teacher worked with half of these students so we could have smaller group sizes and she monitored during practice and game time.

I brought my Practice group to my table second because I felt they had the skill set necessary for completing the game center without much instruction. They could get several types of instruction during Teacher time depending on their needs. Some days they received intervention to clear up misconceptions and other days the received enrichment to advance their skills.

My Enrichment group worked a little differently than the others. I provided them with written or brief oral instructions before beginning centers and they would work either independently or as a whole group to complete a task above and beyond what he had learned in class. Many times, these students would get fully engaged in their task and would chose to skip game center. Many of their activities took several days to complete, so I would meet with them as my last center to touch base. I would give them needed instruction, monitor progress, and help as needed. There were even times that the class lessons were already mastered by this group, so I would provide enrichment during this time and allow them to work on these projects quietly during the main lesson.

I would bring my Intervention group to my table first and the practice center second so that I knew they had the instruction necessary to complete the practice work. For reluctant students, I would use game center as a reward for doing their best work. My special education teacher worked with half of these students so we could have smaller group sizes and she monitored during practice and game time.

I brought my Practice group to my table second because I felt they had the skill set necessary for completing the game center without much instruction. They could get several types of instruction during Teacher time depending on their needs. Some days they received intervention to clear up misconceptions and other days the received enrichment to advance their skills.

My Enrichment group worked a little differently than the others. I provided them with written or brief oral instructions before beginning centers and they would work either independently or as a whole group to complete a task above and beyond what he had learned in class. Many times, these students would get fully engaged in their task and would chose to skip game center. Many of their activities took several days to complete, so I would meet with them as my last center to touch base. I would give them needed instruction, monitor progress, and help as needed. There were even times that the class lessons were already mastered by this group, so I would provide enrichment during this time and allow them to work on these projects quietly during the main lesson.