Warm Up: Rhyming Game

1. Warm Up: Rhyming Game Please stand in circles of ~10 people.

2. Scaffolding Learning During Small Group Skills Instruction

3. Objective By 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.

4. DAP 154 p. 50 What Is Small Group?

5. Design of Small Group Activities DAP 153 Two small groups per day Active warm-up Skill-building activity p. 71

6. Warm Up: Rhyming Game

7. Step 1: Identify the End Goal cat…bat! End Goal: Produce a rhyming word

8. Step 2: Identify the Steps “cat…bat!” thumbs up (yes, that rhymes) Expressive Receptive Assumed skill:identify whether two words rhyme Produce a rhyming word Hear prompt word Understand passing rules Stand quietly in a circle

9. 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

10. Step 3: How to Support the Steps

11. Step 3: How to Support the Steps

12. Do Now • ReadSmall Group 2: Silly Animal Rhymes. • As you read think about the stair-steps.

13. Step 1: Identify the End Goal Silly Animal Rhymes

14. Step 2: Identify the Steps Silly Animal Rhymes

15. Step 3: How to Support the Steps Silly Animal Rhymes

16. Debrief Each group share scaffolding ideas. What is being used to provide scaffolding? • Materials • Teacher Feedback • Child Response

17. Student Profile 1: Sasha 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

18. 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

19. Student Profile 3: James James 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

20. 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

21. 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?