1. EngageNY.org ©2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/ www.creativecommons.org/licenses/by-nc-sa/3.0/ Warm Up: Rhyming Game Please stand in circles of ~10 people. 1

2. EngageNY.org ©2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/ www.creativecommons.org/licenses/by-nc-sa/3.0/ Creative Commons Licensing You are free: to Share — to copy, distribute and transmit the work to Remix — to adapt the work Under the following conditions: Attribution — You must attribute the work in the following manner:  This work is based on an original work of the Core Knowledge® Foundation made available through licensing under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. This does not in any way imply that the Core Knowledge Foundation endorses this work. Noncommercial — You may not use this work for commercial purposes. Share Alike — If you alter, transform, or build upon this work, you may distribute the resulting work only under the same or similar license to this one. With the understanding that: For any reuse or distribution, you must make clear to others the license terms of this work. The best way to do this is with a link to this web page: http://creativecommons.org/licenses/by-nc-sa/3.0/ http://creativecommons.org/licenses/by-nc-sa/3.0/ 2 EngageNY.org 2

3. ©2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/ www.creativecommons.org/licenses/by-nc-sa/3.0/ Scaffolding Learning During Small Group Skills Instruction 3

4. EngageNY.org ©2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/ www.creativecommons.org/licenses/by-nc-sa/3.0/ 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

5. EngageNY.org ©2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/ www.creativecommons.org/licenses/by-nc-sa/3.0/ What Is Small Group? 5 DAP 154 p. 50

6. EngageNY.org ©2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/ www.creativecommons.org/licenses/by-nc-sa/3.0/ Design of Small Group Activities 6 p. 71 Two small groups per day Active warm-up Skill-building activity DAP 153

7. EngageNY.org ©2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/ www.creativecommons.org/licenses/by-nc-sa/3.0/ Warm Up: Rhyming Game 7

8. EngageNY.org ©2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/ www.creativecommons.org/licenses/by-nc-sa/3.0/ Step 1: Identify the End Goal 8 End Goal: Produce a rhyming word cat…bat!

9. EngageNY.org ©2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/ www.creativecommons.org/licenses/by-nc-sa/3.0/ Step 2: Identify the Steps 9 thumbs up (yes, that rhymes) 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!”

10. EngageNY.org ©2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/ www.creativecommons.org/licenses/by-nc-sa/3.0/ The Equalizer Adapted from Tomlinson, 1999 Concrete Abstract Fewer Choices More Choices Different ChoicesSimilar Choices Many Cues & ModelsFewer Cues & Models Ordered Random Receptive Expressive At each Step At the End More Specific Less Specific

11. EngageNY.org ©2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/ www.creativecommons.org/licenses/by-nc-sa/3.0/ Step 3: How to Support the Steps 11 Model behavior verbal feedback on behavior Stand quietly in a circle continuous verbal feedback/direction physical cues Understand passing rules

12. EngageNY.org ©2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/ www.creativecommons.org/licenses/by-nc-sa/3.0/ Step 3: How to Support the Steps 12 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

13. EngageNY.org ©2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/ www.creativecommons.org/licenses/by-nc-sa/3.0/ Do Now 13 Read Small Group 2: Silly Animal Rhymes. As you read think about the stair-steps.

14. EngageNY.org ©2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/ www.creativecommons.org/licenses/by-nc-sa/3.0/ Step 1: Identify the End Goal 14 Silly Animal Rhymes

15. EngageNY.org ©2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/ www.creativecommons.org/licenses/by-nc-sa/3.0/ Step 2: Identify the Steps 15 Silly Animal Rhymes

16. EngageNY.org ©2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/ www.creativecommons.org/licenses/by-nc-sa/3.0/ Silly Animal Rhymes Step 3: How to Support the Steps 16

17. EngageNY.org ©2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/ www.creativecommons.org/licenses/by-nc-sa/3.0/ Debrief Each group share scaffolding ideas. What is being used to provide scaffolding?  Materials  Teacher Feedback  Child Response 17

18. EngageNY.org ©2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/ www.creativecommons.org/licenses/by-nc-sa/3.0/ 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 18

19. EngageNY.org ©2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/ www.creativecommons.org/licenses/by-nc-sa/3.0/ 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 19

20. EngageNY.org ©2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/ www.creativecommons.org/licenses/by-nc-sa/3.0/ 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

21. EngageNY.org ©2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/ www.creativecommons.org/licenses/by-nc-sa/3.0/ 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

22. EngageNY.org ©2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/ www.creativecommons.org/licenses/by-nc-sa/3.0/ 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? 22