Eight short examples, from Grade 2 to high school, that show the six co-teaching models in real lesson time: who does what each minute, which supports students get, how the pair checks understanding, and what the data showed next.
Example with made-up numbers Every class, student count and score on this page is invented to show the steps. No real students, schools or teachers. Standards are named by grade and topic; use your district curriculum and the NYSED standards for exact codes. For the rules (ICT, Integrated ENL) and the model diagrams, see the co-teaching guide.
1. Grade 2 reading: station teaching
Grade 2ELA readingICTStation teaching
Example with made-up numbers
Class profile (made up)
22 students; 7 have IEPs (reading and attention goals); 3 are English learners (1 Emerging, 2 Expanding). Teacher A: general education. Teacher B: special education. 45-minute literacy block.
Goal
Students retell a short story with a beginning, middle and end, and say its central message (Grade 2 reading: key ideas and details in literature).
Model used
Station teaching: 3 groups of 8, 7 and 7 (8 + 7 + 7 = 22), mixed so each group has strong readers and students with IEPs. Each group visits every station.
Minute-by-minute plan: who does what
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Plan for example 1
Minutes
Teacher A
Teacher B
Students
0-5
Introduces the story and the goal: "Beginning, middle, end, and the lesson."
Shows the 3 retell hand signals (thumb = beginning, pointer = middle, middle finger = end).
Together on the rug.
5-15 · Rotation 1
Station 1: guided reading of the story; retell with a story map.
Station 2: word work with the story's tricky words (letter tiles, sound boxes).
Station 3 (on your own): order 4 picture cards and draw your favorite part.
15-25 · Rotation 2
Station 1, next group.
Station 2, next group.
Station 3, next group.
25-35 · Rotation 3
Station 1, last group.
Station 2, last group.
Station 3, last group.
35-42
Leads sharing: 3 students retell to the class.
Records central-message ideas on chart paper.
Turn and tell a partner the lesson of the story.
42-45
Collects the story-map exit ticket.
Checks retell checklist at the door.
One picture + one sentence: "The lesson is ___."
Accommodations and supports
Picture-supported story map for every student who wants it
Directions read aloud (IEP) and repeated at each station
Timer and a visual rotation chart; 1-minute warning before each move
Movement break between rotations (IEP)
Word cards with pictures; Spanish words for the Emerging student
Extra time to finish the drawing at station 3 (IEP)
Check for understanding
At station 1, Teacher A uses a 4-box checklist for every student: beginning, middle, end, central message.
What the data showed
All 4 parts: 153 parts, no message yet: 52 parts: 2
The math, step by step:
Students with all 4 parts: 15 of 22.
15 ÷ 22 = 0.68, so about 68% met the goal today.
The most common "not yet": the central message (5 students).
What the pair did next: Next day: alternative teaching. Teacher B takes 7 students (the 5 + the 2) for 12 minutes on "What did the character learn?" with a new short story. Re-check: 20 of 22 meet the goal (20 ÷ 22 = 0.91, about 91%). The last 2 get another small-group turn and a spaced review in 1 day, 1 week and 1 month.
2. Grade 4 fractions: parallel teaching
Grade 4MathICTParallel teaching
Example with made-up numbers
Class profile (made up)
24 students; 8 have IEPs (math calculation and reading goals). Teacher A: general education. Teacher B: special education. 50-minute math block.
Goal
Students explain why two fractions are equivalent using a visual model (Grade 4 Number and Operations: Fractions).
Model used
Parallel teaching: two halves of 12, mixed (4 students with IEPs in each half). Same objective, same materials, same exit ticket.
Minute-by-minute plan: who does what
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Plan for example 2
Minutes
Teacher A
Teacher B
Students
0-5
Hook together: "Is half a pizza the same as 2 of 4 slices?"
Half 2: same lesson, same strips, same three examples.
Build, compare, write the matching fractions.
25-40
Half 1: whiteboard practice, 6 problems; checks every board.
Half 2: same 6 problems; checks every board.
Show a model for each answer.
40-46
Rejoin. Leads "Is 2/3 the same as 4/6? Prove it."
Picks two students (one per half) to show their models.
Explain to a partner.
46-50
Collects exit tickets from Half 1.
Collects from Half 2.
Exit ticket: "Is 3/4 = 6/8? Show a model and explain."
Accommodations and supports
Fraction strips pre-cut and color-coded (IEP)
Multiplication chart available (IEP)
Word problems read aloud (IEP)
Fewer practice problems with the same skill (IEP lists modified practice amount)
Graph paper for drawing area models
Check for understanding
Whiteboards every 2 problems; exit ticket scored 2 = correct model and explanation, 1 = correct answer only, 0 = not yet.
What the data showed
Score 2: 18Score 1: 4Score 0: 2
The math, step by step:
Half 1: 10 of 12 scored 2. Half 2: 8 of 12 scored 2.
Together: 10 + 8 = 18 of 24.
18 ÷ 24 = 0.75, so 75% met the goal.
Both "score 0" students added the same number to top and bottom (2/3 → 3/4).
What the pair did next: The teachers compare halves: Half 2 spent longer on strips and ran out of practice time. Next day: alternative teaching with 6 students (the 4 + the 2) on the "add the same number" mistake, using a strip that shows why 3/4 is bigger than 2/3.
3. Grade 6 science lab: alternative teaching
Grade 6ScienceICTAlternative teaching
Example with made-up numbers
Class profile (made up)
26 students; 9 have IEPs (reading, writing and organization goals); 2 are English learners (Transitioning). Teacher A: science. Teacher B: special education. 45-minute period.
Goal
Students explain how temperature changes the motion of particles, using evidence from a lab (food coloring in warm and cold water), in a claim-evidence-reasoning (CER) paragraph.
Model used
Alternative teaching twice: a pre-lab small group at the start, and a CER small group at the end. Lab in pairs in the middle.
Minute-by-minute plan: who does what
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Plan for example 3
Minutes
Teacher A
Teacher B
Students
0-8
Large group (21): shows the question; students predict.
Small group (5): pre-teaches lab words (particle, temperature, spread) and walks through picture step cards.
Large group: write a prediction. Small group: practice the steps with dry cups.
8-28
Runs the lab: safety (warm tap water, no hot plates), timing, data table.
Circulates; checks that partners take turns and record data.
Pairs drop coloring in warm and cold cups; time how long it takes to spread.
28-40
Large group (20): CER paragraph with a model on the board.
Small group (6, chosen from what partners wrote in the data table): CER with sentence starters and a word bank.
Write the CER paragraph.
40-45
Collects CER paragraphs.
Notes who used numbers from the data.
Exit: "Which cup spread faster, and why?"
Accommodations and supports
Picture step cards for the procedure (IEP)
Assigned lab roles (timer, dropper, recorder)
CER sentence starters and a word bank (IEP; also helps English learners)
Extra time to finish the paragraph next day (IEP)
Data table pre-drawn
Check for understanding
CER rubric 0-3 (claim, evidence with numbers, reasoning about particles).
Most missed part: reasoning (connecting "faster particles" to "spreads faster").
What the pair did next: Next lesson opens with team teaching: Teacher A acts as a "fast particle," Teacher B as a "slow particle" to model the reasoning step, then students revise.
4. Grade 7 social studies DBQ: team teaching
Grade 7Social studiesICTTeam teaching
Example with made-up numbers
Class profile (made up)
25 students; 10 have IEPs (reading comprehension and writing goals). Teacher A: social studies. Teacher B: special education. 42-minute period.
Goal
Students write a claim answering "What was the most important cause of the American Revolution?" and support it with evidence from two documents (Grade 7, NYS K-12 Social Studies Framework).
Model used
Team teaching to model how historians read a document, then pairs work, then a team-led debate.
Minute-by-minute plan: who does what
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Plan for example 4
Minutes
Teacher A
Teacher B
Students
0-5
Hook: "Is it fair to pay a tax you never voted for?"
Plays the other side: "Someone has to pay for the soldiers."
Quick vote and one reason.
5-15
Thinks aloud on Document 1 (a short excerpt of the Stamp Act, 1765): who wrote it, when, why.
Asks the questions students should ask: "Who is the audience? What does the writer want?"
Watch and fill the first row of the document organizer.
15-32
Circulates; confers with pairs on Documents 2-3.
Circulates; confers with pairs on Documents 3-4.
Pairs read Documents 2-4 (including a short excerpt of the Declaration of Independence, 1776) and fill the organizer.
32-39
Leads the "most important cause" debate side 1.
Leads side 2; models "I disagree because Document ___ shows ___."
Students join a side and speak with a frame.
39-42
Collects exit tickets.
Notes who cited documents in the debate.
Exit: claim + two document numbers.
Accommodations and supports
Shortened document excerpts with key words defined in the margin (same documents for everyone)
Audio reading of each document (IEP)
Document organizer with sourcing questions
Extended time for the full DBQ essay (IEP)
Chunked task: one document at a time with a check-in
Check for understanding
Exit ticket: claim + two documents cited, and one sentence explaining how a document supports the claim.
What the data showed
Claim + 2 docs: 16Claim + 1 doc: 6Claim only: 3
The math, step by step:
Met the goal: 16 of 25.
16 ÷ 25 = 0.64, so 64%.
Students who named two documents but did not explain how they support the claim: 5 of the 16, so the explanation step needs work for many.
What the pair did next: Next day: station teaching. Station 1 (Teacher A): explaining evidence. Station 2 (Teacher B): the "because Document ___ shows ___" frame with the same documents. Station 3: independent sourcing practice on a new document.
5. Grade 8 math with an ENL co-teacher
Grade 8MathIntegrated ENLTeam + station teaching
Example with made-up numbers
Class profile (made up)
27 students; 7 are English learners (2 Emerging, 3 Transitioning, 2 Expanding) and 2 are former English learners (Commanding). Teacher A: math. Teacher B: ESOL (ENL). 45-minute period. Whether this period counts toward each student's integrated ENL minutes depends on your district's ENL program and the NYSED units-of-study table.
Goal
Content: solve linear equations with the variable on both sides. Language: explain the steps in order using "first, then, next, so."
Model used
Team teaching for the opening (one voice for math, one for language), then station teaching with 3 groups of 9 (9 × 3 = 27).
Minute-by-minute plan: who does what
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Plan for example 5
Minutes
Teacher A
Teacher B
Students
0-8
Models solving 3x + 4 = x + 10 with a balance picture.
Models saying each step: "First I subtract x from both sides, so the scale stays balanced."
Repeat the frame with a partner.
8-18 · Rotation 1
Station 1: solving with balance models and algebra tiles.
Station 2: math talk: order step cards, then explain them aloud with frames.
Station 3 (on your own): online practice, 6 equations.
18-28 · Rotation 2
Station 1, next group.
Station 2, next group.
Station 3, next group.
28-38 · Rotation 3
Station 1, last group.
Station 2, last group.
Station 3, last group.
38-45
Checks the solving part of the exit ticket.
Checks the explanation part.
Exit: solve 5x − 2 = 2x + 7 and explain the steps in writing.
Accommodations and supports
Bilingual math glossary (allowed in class; check NYSED rules for state tests)
Sentence frames by level: Emerging "First I ___. Then I ___."; Transitioning adds "because"; Expanding writes 3 steps with "so"
Balance-scale visual on every page
Home-language partner for the Emerging students
Word wall: variable, both sides, equation, solve, inverse
Check for understanding
Exit ticket scored twice: math (correct answer x = 3 with steps) and language (steps in order with at least 2 sequence words).
What the data showed
Correct with steps: 21Correct answer, steps missing: 4Not yet: 2
The math, step by step:
Math: 21 of 27 correct with steps. 21 ÷ 27 = 0.78, about 78%.
Check the answer: 5(3) − 2 = 13 and 2(3) + 7 = 13, so x = 3 is right.
Language (7 English learners): 5 of 7 used 2 or more sequence words. 5 ÷ 7 = 0.71, about 71%.
What the pair did next: Teacher B fades the Expanding frames next week. The 2 Emerging students get a pre-teach (alternative teaching) on "both sides" with pictures before the next lesson.
6. High school Algebra I (ICT): station teaching
High schoolAlgebra IICTStation teaching
Example with made-up numbers
Class profile (made up)
28 students; 12 have IEPs (the most allowed without a variance). Teacher A: math. Teacher B: special education. 42-minute period.
Goal
Students solve a system of two linear equations by graphing and by substitution, and check the solution in both equations.
Model used
Station teaching: 3 groups (10, 9, 9; 10 + 9 + 9 = 28), 11-minute rotations.
Minute-by-minute plan: who does what
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Plan for example 6
Minutes
Teacher A
Teacher B
Students
0-5
Do Now on the board: "Is (2, 3) a solution of y = 2x − 1?"
Checks Do Now answers on the walk-around.
Substitute and check.
5-16 · Rotation 1
Station 1: substitution, worked example then 2 problems.
Station 2: graphing on pre-drawn axes; find where the lines cross.
Station 3 (on your own): matching cards: system ↔ graph ↔ solution.
16-27 · Rotation 2
Station 1, next group.
Station 2, next group.
Station 3, next group.
27-38 · Rotation 3
Station 1, last group.
Station 2, last group.
Station 3, last group.
38-42
Gives a 5-question quiz.
Gives the quiz with directions read aloud to students whose IEP lists it.
Quiz.
Accommodations and supports
Calculator when the IEP lists it
Graph paper with axes already drawn
Worked-example card with each step boxed
Extended time on the quiz (finish at the start of the next class) (IEP)
Seat with fewer distractions (IEP)
Check for understanding
5-question quiz; 4 or 5 correct = met the goal.
What the data showed
4-5 correct: 183 correct: 60-2 correct: 4
The math, step by step:
Scores: 10 students got 5, 8 got 4, 6 got 3, and 4 got 2, 2, 1, 2.
Met the goal: 10 + 8 = 18 of 28. 18 ÷ 28 = 0.64, about 64%.
Item analysis: question 4 (substitution with a negative) was missed by 9 students.
What the pair did next: Next day: parallel teaching review of substituting negatives, then a 2-question re-check. Spaced review of systems in 1 week and 1 month.
7. High school biology lab: parallel + one teach, one observe
High schoolBiologyICTParallel · One teach, one observe
Example with made-up numbers
Class profile (made up)
26 students; 9 have IEPs; 3 are English learners (Transitioning and Expanding). Teacher A: biology. Teacher B: special education. 84-minute lab block.
Goal
Students collect data on pulse rate before and after one minute of exercise and explain the change as the body keeping balance (homeostasis), using numbers.
Model used
Parallel teaching (13 + 13) for the safety talk and data collection, so each teacher watches fewer students. Then one teach, one observe for the class discussion: Teacher B records who uses data in their claims.
Minute-by-minute plan: who does what
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Plan for example 7
Minutes
Teacher A
Teacher B
Students
0-10
Half 1: safety and how to take a pulse for 15 seconds × 4.
Half 2: same, same steps.
Practice finding a pulse.
10-40
Half 1: groups take resting pulse, do 1 minute of jumping jacks or marching in place, take pulse again, 3 trials.
Half 2: same procedure.
Record data in the table.
40-55
Rejoin. Leads the averaging on the board.
Checks group math at tables.
Compute group averages.
55-75
Leads discussion: "Why does pulse go up? Why does it come back down?"
Observes: tallies who uses a number, who uses the word "homeostasis," who has not spoken.
Discuss; write a claim with data.
75-84
Collects lab reports.
Shares the tally with Teacher A after class.
Exit: one claim with two numbers.
Accommodations and supports
Students with a health plan or 504 plan follow it (for example, marching in place instead of jumping jacks); check with the school nurse first
Data table and averaging steps printed (IEP)
Calculator
Lab report sentence frames (also for English learners)
Extended time for the lab report (IEP)
Check for understanding
Teacher B's observation tally plus the exit claim.
What the data showed
Claim with numbers: 18Claim, no numbers: 5No claim yet: 3
The math, step by step:
Class averages: resting pulse 72 beats per minute; after exercise 112.
Increase: 112 − 72 = 40 beats per minute.
Percent increase: 40 ÷ 72 = 0.556, about 56%.
Students who used numbers in their claim: 18 of 26. 18 ÷ 26 = 0.69, about 69%.
Observation: 6 students did not speak in the discussion; 4 of them had strong written claims.
What the pair did next: Next lab: Teacher A runs a "data talk" station where every student must say one number aloud; the 6 quieter students get a rehearsal turn with Teacher B before the discussion.
8. High school ELA novel unit: alternative + parallel teaching
High schoolELAICT + Integrated ENLAlternative · Parallel
Example with made-up numbers
Class profile (made up)
25 students; 6 have IEPs; 5 are English learners (Entering to Expanding); one student has both. Teacher A: ELA. Teacher B: special education or ESOL (in some schools both are in the room). 45-minute period. Any novel on your district's approved list.
Goal
Students analyze how a character changes across the novel and develop a theme statement with evidence; English learners also use contrast words (at first, by the end, however).
Model used
Alternative teaching before each new section (a small group previews the section summary and key words), and parallel teaching for seminar discussions (two circles of 12 and 13).
Minute-by-minute plan: who does what
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Plan for example 8
Minutes
Teacher A
Teacher B
Students
0-10
Large group (19): quick-write on the last chapter.
Small group (6, changes each week): preview of the next section: own-words summary, 5 key words with pictures.
Quick-write or preview.
10-25
Leads a close reading of one key passage (from students' own copies).
Rejoins; reads with a group of 4 using an audio version where the district has one.
Mark evidence of change.
25-40
Seminar circle 1 (12 students).
Seminar circle 2 (13 students), with a talk-move card.
Discuss "How has the character changed, and what does that show?"
40-45
Collects seminar tickets.
Notes talk moves used.
Exit: one theme statement + one page number.
Accommodations and supports
Audio version of the novel where available (IEP)
Section summaries in plain English, in our own words
Sentence frames by English level and a contrast-word bank
Graphic organizer: character at the start / middle / end
Extended time on the essay (IEP)
Check for understanding
Seminar tracking (each student speaks at least twice with evidence) and the exit theme statement.
What the data showed
Theme + evidence: 19Theme, no evidence: 4Topic only: 2
The math, step by step:
Theme statement with evidence: 19 of 25. 19 ÷ 25 = 0.76, so 76%.
Seminar: circle 1, 11 of 12 spoke twice; circle 2, 10 of 13 spoke twice. 11 + 10 = 21 of 25 = 84%.
What the pair did next: Next week the small preview group changes based on these tickets. For a full 28-lesson version of this unit with a real novel, see the optional example below.
Optional real-book example
Want to see a complete unit with a real novel? Worked example: a high-school ELA novel unit (The Midnight Library): 28 lessons, ELA + ENL co-teaching, a model for every lesson, scaffolds for each English level, two full lesson plans and a family letter. It is one option; the routines work with any novel your district approves.
All other rules are explained, with sources, in the co-teaching guide. Lab safety: follow your district's science safety rules and your school nurse's guidance for any physical activity.
Teacher Center · co-teaching worked examples · last checked Nov 7, 2026.