Download - Skills Small Groups
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Skills Small Groups
Session 4
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Ping Pong Toss, Round 1• Nine volunteers needed
8 “players” 1 “coach”
• Players turn their backs to the basket
• Players try to toss balls into their baskets
• Coach gives feedback to each player
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Ping Pong Toss, Round 2• Three volunteers needed
2 “players” 1 “coach”
• Players turn their backs to the basket
• Players try to toss balls into their baskets
• Coach gives feedback to each player
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Debrief: Ping Pong Toss
• Which “round” was more challenging? Why?
• What type of feedback could the coach give during Round 1? During Round 2?
• How was the player’s experience different in Round 1 vs. Round 2?
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CKLA-Preschool Day At a Glance
p. 45
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Video Clip: Small Groups
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Small Groups
p. 50
DAP 154
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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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Five Considerations for Small Groups
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1. Materials Preparation
2. Placement and Movement
3. Activity Review and Rehearsal
4. Differentiation
5. Learning Center Reinforcement
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Example Activity 1Words: Same or
Different? • Teaches word awareness
• Teaches vocabulary ‘same/different’
• After environmental noises, before individual sound awareness
• Note Small Group activity design: cycles of active and calm tasks
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Warm-Ups
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Words: Same or Different?
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Consideration 1:
Materials Preparation• Before beginning the DOMAIN
Consult the Materials List in the Introduction
• Before beginning the ACTIVITYConsult Advance Preparation under the At-A-Glance chart
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pp. 25-26
pp. 45-46
DAP 161
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Consideration 2:
Placement and Movement
• Review the activity to decide where in the classroom to conduct it
Art Center? Rug? Table? Outside? Hallway?
• Provide freedom of movement Can students stand? Wiggle around? Work on a
floor mat?
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Consideration 3:
Activity Review and Rehearsal
• Teacher AND Classroom Aide Review Understand objectives, decide who will conduct
each activity, arrange materials
• Classroom AND Classroom Aide Rehearse Practice unfamiliar teaching techniques and
language of instruction
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p. 46
Make a Copy for Aide to Review and Rehearse
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Consideration 4:
Differentiation• Adjusting instruction to
students’ needs Adjusting materials Adding visual or
physical cues Adjusting pace Using language
support strategies to scaffold
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p. 143
DAP 154
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Consideration 5:
Learning Center Reinforcement
• Students practice and generalize skills from Small Group by repeated practice in other contexts
• Teachers place Small Group materials and related materials in Learning Centers
• Teachers create new versions of materials to extend learning
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Tip for extending learning into Centers
p. 51
DAP 154
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Example Activity 2Writing with Primary
Crayons
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• Teaches handwriting strokes- shapes that make up letters
• Teaches tripod grip using fat crayons
• After fine motor skills activities, before writing alphabet letters
• Note Small Group activity design: cycles of active and calm tasks
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Warm-Ups
I can stretch; I can bend.I can wave to a friend.I jump so high; I crouch so low.I tap the floor with my toe.I cross my arms and breathe in deep.I calm my body and take a seat.
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DAP 177
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Warm-Ups
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Writing with Primary Crayons
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DAP 164
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Reflect on the“Five Considerations”
1. Materials Preparation How did the teacher prepare?
2. Placement and Movement Where could the activity occur? How could students have
freedom of movement?
3. Activity Review and Rehearsal Why might the teacher need to ‘practice’ delivering the
activity?
4. Differentiation How could the activity or materials be adapted for different
learners?
5. Learning Center Reinforcement What are some ideas for encouraging students to practice
this skills in centers?EngageNY.org 23
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• When?
• Who will lead?
• How many students/groups at once?
• Adaptations
Small Group Logistics
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When to Conduct Small Groups?
• In the morning when students (and teachers) are fresh
• After an active period, if students are expected to sit
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Full-Day Schedule Half-Day Schedule
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Who Will Lead Small Groups?
• Adults: Teachers, Aides, Special Educators,
Volunteers, etc.
Only the teacher
The teacher and another adult at the same time
• The Child: Independent group that is child-led to
reduce group size (teacher-planned activity, not CKLA-
Preschool)
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Split Group
A B C
C A T
C A T
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Rotating Groups
A B C 1 2 3
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Teacher Table
Good Morning
TeacherTable
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Reflect: Small Groups in Your Classroom
• Full adoption requires two ten-minute Small Groups daily
• Some teachers may need to adapt this schedule
• Take time to reflect on shifts that you might make to accommodate Small Groups
• See list of possible strategies for adapting CKLA-Preschool
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