Warm Up: Rhyming Game

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Warm Up: Rhyming Game

Please stand in circles of ~10 people.

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Scaffolding Learning During Small GroupSkills 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

6p. 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 AbstractFewer Choices More ChoicesDifferent Choices Similar

ChoicesMany Cues & Models Fewer Cues &

ModelsOrdered RandomReceptive ExpressiveAt each Step At the EndMore 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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• 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


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DebriefEach 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.


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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.


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Student Profile 4: IanIan 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.


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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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Warm Up: Rhyming Game

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