Recommendations for Small Group Targeted Instruction
1. Screen students, identify atrisk learners, and provide targeted supports.
If your division does not have screeners, you can use: 
2. Groups should not be larger than 5 students 
3. Ideally, sessions are 3040 minutes long, happen daily and last a minimum of 5 weeks. 
4. Spend the first 10 minutes of each session on mastering basic facts with fluency. 
5.Targeted supports should focus on whole numbers and number sense in K5 and rational numbers and number sense in Grades 48. (Riccomini & Witzel, 2010)

6. Instruction during targeted supports should be explicit and systematic. During regular instruction, we often skip around through math content to show connections between skills. This approach may cause difficulty for students that are struggling to master a single concept or skill (Riccomini & Witzel, 2010).

7. Use a growth mindset approach. Students gain confidence as they experience growth and often experience relief when they develop fluency (Riccomini, 2010). 
8. Rigorously monitor progress. 
The essential strategies to include when teaching targeted support groups are:
Models (exemplars) of wellworked problems

Sample Lesson Plan:Fact fluency practice (510 minutes) 510 minutes of basic fluency practice. Fluency practice is provided through games using cards, dice, catchballs, etc. Observe students as they play and monitor and track student fluency.
Game IdeasHit the Deck: A collection of math games with a deck of cards Games to Play with a Pair of Dice.pdf 5 Math Games That Decrease Your Prep Time (These games can be adapted for any skill) Up, Down and Around – Math Games by Addition Strategy Did you know…any games that use a deck of cards can also be played with ten frame cards to provide visual support for students that need it? 
Review last session’s work (5 minutes) Students write a short entrance slip based on the material they worked on in the last session. Discuss and review the work. 
New learning (1020 minutes) New learning. Ensure that instruction is explicit and systematic. Provide opportunities for students to talk about their understanding and reasoning and receive immediate feedback. Use manipulatives, visuals and models. 
Independent practice (formative assessment) (510 minutes) “On your own” question as a formative assessment. 
Optional: Reward game Something students enjoy that still reinforces math concepts and/or fact fluency. 
Targeted support is… 
Targeted support is not… 

In addition to highquality classroom instruction.  A session where students practice what was taught in the classroom. 
Provided based on assessment data.  Provided based on general diagnosis (ex: ADHD, dyslexia), socioeconomic status, culture/race, EAL or behaviour patterns. 
Interesting and engaging highquality instruction.  Drill and practice or fully technology based. 
Focused on student success in areas they were previously struggling.  Teaching a random selection of skills. 
Taught in an area free of distractions.  Taught in the regular classroom or hallway. 
Focused on a specific outcome, concept or skill.  An attempt to fill all gaps. 
Shortterm.  Yearlong, lifelong. 