As you watch, notice how Karen teaches the routine before introducing multiple choices. By focusing on one task, students can practice the behaviors of Check-In and build the independence they'll use as more choices become available.

This is the Set a Purpose portion of The Teaching Structure and it helps students make intentional decisions about their learning and prepare for independent practice. In Daily 5 and Math Daily 3, we often call this process Check-In.

In this classroom video, Karen introduces Check-In as her students prepare to practice Math Writing for the first time. She explains that students will eventually choose between Math by Myself, Math with Someone, and Math Writing. For today's practice, everyone will begin with Math Writing so they can focus on learning the Check-In routine.

Karen models a simple, efficient process. As she calls each student's name, they state their choice, gather their materials, and find a workspace where they can be successful. She emphasizes moving quickly and quietly so students can transition into learning with purpose.

Notice how Karen also explains her system for rotating the order in which students choose. By starting at different points on her class list, she creates opportunities for students throughout the alphabet to have an early choice. She even gives the classroom helper responsibility for remembering where to begin next time.

A Note About Launch Order

In this video, Karen introduces Math with Someone before Math Writing. You can choose the order that works best for your students and classroom. We recommend always launching Math by Myself first, then introducing Math Writing and Math with Someone in whichever order you prefer.

How This Applies to Other Subjects

Although Karen is introducing Check-In during Math Daily 3, the same process applies to Daily 5 and other opportunities for independent practice. Students learn to communicate their purpose, prepare their materials, and move into learning independently.

As students become familiar with this routine, Check-In becomes a brief, predictable transition between whole-group instruction and independent practice. This allows more time for meaningful learning and responsive teaching.