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Warm Up: Rhyming Game
Please stand in circles of ~10 people.
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Scaffolding Learning During Small Group
Skills Instruction
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ObjectiveBy the end of this session, you will be able to
scaffold a Small Group Skills activity using the Planning Tool (handout)
and your knowledge of the three scaffolding strategies.
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What Is Small Group?
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DAP 154p. 50
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Design of Small Group Activities
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p. 71
Two small groups per day
Active warm-up
Skill-building activity
DAP 153
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Warm Up: Rhyming Game
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Step 1: Identify the End Goal
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End Goal: Produce a rhyming word
cat…bat!
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Step 2: Identify the Steps
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thumbs up(yes, that rhymes)
Stand quietly in a circle
Understand passing rules
Hear prompt word
Produce a rhyming word Assumed skill:identify whether two words rhyme
Expressive Receptive
“cat…bat!”
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The EqualizerAdapted from Tomlinson, 1999
Concrete Abstract
Fewer Choices More Choices
Different Choices Similar Choices
Many Cues & Models Fewer Cues & Models
Ordered Random
Receptive Expressive
At each Step At the End
More Specific Less Specific
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Step 3: How to Support the Steps
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• Model behavior• verbal feedback on behavior
Stand quietly in a
circle
• continuous verbal feedback/direction• physical cues
Understand passing
rules
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Step 3: How to Support the Steps
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• Choose prompt words students know• object or image to represent prompt
word
Hear prompt word
• Change expected response to yes/no• object or image to prompt word
Produce a rhyming
word
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Do Now
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• Read Small Group 2: Silly Animal Rhymes.
• As you read think about the stair-steps.
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Step 1: Identify the End Goal
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Silly Animal Rhymes
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Step 2: Identify the Steps
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Silly Animal Rhymes
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Silly Animal Rhymes
Step 3: How to Support the Steps
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Debrief
Each group share scaffolding ideas.
What is being used to provide scaffolding? Materials Teacher Feedback Child Response
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Sasha is a vocal student who uses expressive language well. She can tell you whether two words rhyme but can only occasionally produce a word that rhymes. She is sometimes distracted when doing table work. Her fine motor skills and pencil grip are still developing.
Each Sasha group share scaffolding ideas.
What is being changed? Materials Teacher Feedback Child Response
Student Profile 1: Sasha
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Student Profile 2: Maribell
Maribell is a very quiet, shy student. Sometimes it is hard to tell whether she doesn’t know the answer to a question or whether she just doesn’t feel comfortable giving the answer aloud. Maribell’s fine motor skills are strong and she often spends long periods of time in the art center drawing. She has difficulty distinguishing sounds and identifying and producing rhyming words.
Each Maribell group sharescaffolding ideas.
What is being changed? Materials Teacher Feedback Child Response
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Student Profile 3: JamesJames speaks Mandarin at home and this is his first year in an English classroom. He is learning English rapidly but often needs additional explanation and a model to fully understand a task. He is quiet during whole group activities but is very expressive in smaller groups and during center time. His fine motor skills are typically developing and he can hold a thick crayon comfortably using the pincer grip.
Each group with Sasha share 2 scaffolding ideas.
What is being changed? Materials Teacher Feedback Child Response
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Student Profile 4: Ian
Ian is a shy student. He has mastered writing his own name using the pincer grip. He can identify and produce rhymes. He can also make up his own songs that rhyme. He enjoys the art center and spends much of his center time painting.
Each group with Ian share scaffolding ideas.
What is being changed? Materials Teacher Feedback Child Response
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Wrap Up and Reflection
• The Planning Tool is flexible Levels of use (school, class, student) Application (skill developed over time or simple
10 minute activity)
• How can this planning tool help you plan for diverse learners?
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