Warm Up: Rhyming Game
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Scaffolding Learning During
Small Group
Skills Instruction
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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 .
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What Is Small Group?
DAP 154 p. 50
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Design of Small Group Activities
DAP 153
Two small groups per day
Active warm-up
Skill-building activity
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Warm Up: Rhyming Game
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Step 1: Identify the End Goal cat…bat!
End Goal:
Produce a rhyming word
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Step 2: Identify the Steps
“cat…bat!”
Expressive thumbs up
(yes, that rhymes)
Receptive
Produce a rhyming word
Hear prompt word
Understand passing rules
Stand quietly in a circle
Assumed skill: identify whether two words rhyme
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The Equalizer
Adapted from Tomlinson, 1999
Concrete
Fewer Choices
Different Choices
Many Cues & Models
Ordered
Receptive
At each Step
More Specific
Abstract
More Choices
Similar Choices
Fewer Cues &
Models
Random
Expressive
At the End
Less Specific
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Step 3: How to Support the
Steps
Stand quietly in a circle
• Model behavior
• verbal feedback on behavior
Understand passing rules
• continuous verbal feedback/direction
• physical cues
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Step 3: How to Support the
Steps
Hear prompt word
• Choose prompt words students know
• object or image to represent prompt word
Produce a rhyming word
• Change expected response to yes/no
• object or image to prompt word
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Do Now
• 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
Silly Animal Rhymes
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Step 2: Identify the Steps
Silly Animal Rhymes
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Step 3: How to Support the Steps
Silly Animal Rhymes
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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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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
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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 share scaffolding ideas.
What is being changed?

Materials

Teacher Feedback

Child Response
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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
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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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