1. Strategies for Managing Effective Pre K Small-Group
First 21 Days
Strategies for Managing Effective Pre K Small-Group
Instruction
Time
Presenter: Dr. Lee Wright
By: Lee Wright, EdD

2. Your Additional Handout A Pen or Pencil
Must Haves for This Training:
PPT Handout
Your Additional Handout
A Pen or Pencil

3. Today’s Goals To explore… …the benefits of teacher led
First 21 Days
Today’s Goals
To explore…
…the benefits of teacher led
small-group instruction.
2) …how can you effectively phase in
effective small-group instruction
time in a Pre-K classroom.
Say

4. Small‐group instruction
TEXAS PREKINDERGARTEN GUIDELINES
Classroom Activity Planning:
Creating Opportunities for Interaction as Well as Self‐Discovery
Small‐group instruction
can be one of the most effective ways to promote young children’s learning!

5. There Are Many Forms of Pre K Small-group Classroom Instruction
Free-choice play time – When students explore materials as they see fit.
The teacher’s role is primarily to circulate the room and monitor students’ exploration.
Instructionally focused free-choice activity time – When students complete instructionally focused activities (For example, tracing letters, drawing their favorite part of a book).
The teacher’s role is primarily to circulate the room while monitoring and supporting students’ progress.
AND

6. Teacher-led Small-Group Instruction Teacher-Led Small-Group
Instruction - This is the classroom practice of the teacher
meeting with a small
group students to
instruct a mini-lesson on new concept while all other students engage in instructionally focused free-choice activity time.

7. Physical Arrangement of Spaces: Promoting
Positive Early Childhood Outcomes  
Successful teachers know that the management of the 
early childhood classroom has a direct effect on the kinds of behaviors children exhibit. The difference 
between chaos and an orderly classroom depends in great part on how the teacher prepares
the learning environment. That preparation involves 
what happens when transitions occur, when children 
interact freely with materials, and when conflicts arise. 

8. routines that provide an overall structure
Classroom management aims to achieve a successful classroom environment. Children need an organized environment & orderly 
routines that provide an overall structure 
for optimal learning to occur. In addition, careful planning of a variety of materials and 
activities for children must take place for
effective classroom management to occur. 

9. First 21 Days
WHAT DOES RESEARCH SAY ARE SOME OF THE BENEFITS OF SMALL-GROUP INSTRUCTION?
“Small-group instruction typically results in more efficient use of instructional time, lower costs, and improved mastery of skills”
(Elbaum et al.,1999).
Elbaum, B., Watson Moody, S., Vaughn, S., Shay Schumm, J., Hughes, M. (1999, May). The effect of
instructional grouping format on the reading outcomes of students with disabilities: A meta-
analytic review. Paper prepared for 1999 summit Keys to Successful Learning. Retrieved
February 22, 2008, from

10. Small-group instruction time is ideally
First 21 Days
Small-group instruction time is ideally
suited for helping students develop:
Organizational, self-management and
cooperation skills. All of which are
fundamental for high-quality instruction to
take place.

11. Benefits Increased student engagement Individualized skill instruction
First 21 Days
Benefits
Increased student engagement
Individualized skill instruction
Scaffolding of instruction
Immediate corrective feedback
Customized pacing of instruction
Increased quality and quantity of
questioning strategies

12. Benefits Is well suited for: Pre-teaching skills Re-teaching skills
First 21 Days
Is well suited for:
Pre-teaching skills
Re-teaching skills
Conferencing with students
Assessing to determine student's areas of need
Providing extension lessons and activities
Benefits

13. Understanding the MOST Critical Components of Teacher led Small- group Instruction

14. Pre-K teacher led small-group instruction is MOST EFFECTIVE when the teacher engages children with targeted instructionally focused activities that promote specific standards (such as from the Texas Pre K TEKS) for short periods of time (5‐ to-15 minute intervals).

15. Examples of Pre-K standard-based skills suited to be taught within teacher led small-group instruction:
Alphabetic Knowledge
Phonological Awareness
Mathematics
Science concepts
etc.

16. Teacher–led Small group instruction is MOST effective when it..
First 21 Days
Teacher–led Small group instruction is
MOST effective when it..
Includes 2-to-6 students
Includes homogeneously arranged student
groups (a must for Intervention Instruction)
Includes Differentiated Instruction within
and across each small group
Includes Flexible Grouping Patterns over
the course of the year

17. Teacher led Small-group instruction is
First 21 Days
Teacher led Small-group instruction is
most effective when the instruction…
Is planned
Is data informed
Includes the outcomes of the lesson
Is Measurable (informal assessment during and at the end of the small group instruction)

18. How To Effectively Phase In Pre-K Small-Group Instruction
First 21 Days
How To Effectively Phase In Pre-K
Small-Group Instruction

19. How can we effectively phase in small-group Pre-K instruction?
First 21 Days
How can we effectively phase in small-group Pre-K instruction?
Phase I:
Part A: Whole Class - One Activity— 1-to-2 Weeks
Part B: Whole Class – Two or More Activities – 1-to-4
Weeks
Phase II: Whole Class and Centers—Multiple Activities - 1-to-2
Phase III: Centers and Small-Group - Multiple Activities - 1–to-
2 Weeks
Phase IV: Small-Group and Centers - Multiple Activities - Rest
of the Year

20. Phase I - Big Ideas The concept of becoming an Independent Learner
First 21 Days
Phase I - Big Ideas
The concept of becoming an Independent Learner
is introduced
Children are given daily practice at acting
like Independent Learners
Children complete an activity in Whole-group
The teacher Monitors by deliberately providing minimal student support as they practice being Independent Learners
Debriefing is introduced

21. First 21 Days
Phase I- Overview
At the start of each day’s whole-group short activity time
General Small-group time RULES & ROUTINES are introduced/reviewed by the teacher.
How-to complete an activity independently is EXPLAINED & DEMONSTRATED within a mini-lesson
As students practice being independent learners, the teacher MONITORS the room, while gradually reducing the amount of support s/he provides
At the end of each day’s mini-Leeson the teacher DEBRIEFS in whole group

22. How can I effectively phase in small-group instruction?
First 21 Days
How can I effectively phase in small-group instruction?
What is debriefing?
Debriefing is an opportunity for students
and the teacher to reflect on the successes
and problems during Small-group/Center Time.

23. How can I effectively phase in small-group instruction?
First 21 Days
How can I effectively phase in small-group instruction?
Debriefing (cont.)
After a Small-group time mini-lesson, gather students in Whole-group and ask them?
“What went well today?”
“What kinds of the problems did you have?”
What did you do to make sure you took care of yourself?
“How might we change things to make Small- group time better for everyone?

24. How can I effectively phase in small-group instruction?
First 21 Days
How can I effectively phase in small-group instruction?
Debriefing
It is an opportunity for your to assess how well your students are internalizing your classroom small- group time expectations.
It should occur daily at first, then as needed.
Can also be an opportunity for students to
share what they learned from their
small-group work and/or independent
activity completion.
Read slide.

25. Phase II Phase II - Big Ideas
First 21 Days
Phase II
Phase II - Big Ideas
All Phase I concepts are reviewed and maintained
The concept of a CENTER is introduced
The concept of completing multiple activities in a variety of settings is introduced

26. How can I effectively phase in small group instruction?
First 21 Days
How can I effectively phase in small group instruction?
Phase III
Phase III - Big Ideas
All Phase I and II concepts are reviewed and maintained
The concept of a Teacher led Small-group is introduced
Say: Turn to Phase II of your planner. Take a moment to scan through Phase II. Phase II typically begins on Day 9 and lasts for 10 days.

27. Planner for Pre-K Small-group/Center Time Management!
No Interruptions Signs

28. How can I effectively phase in small group instruction?
First 21 Days
How can I effectively phase in small group instruction?
Phase IV
Phase IV - Big Ideas
All Phase I - III concepts are reviewed and maintained
The concept of a sustained periods of daily small-group/Center instruction time is maintained throughout the year