Skills Small Groups

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Skills Small GroupsSession 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



Video Clip: Small Groups

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Small Groups

p. 50

DAP 154



Design of Small Group Activities

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Two small groups per day

Active warm-up

Skill-building activity

DAP 153



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



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 DOMAINConsult 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



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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Make a Copy for Aide to Review and Rehearse



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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DAP 154



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



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



Warm-UpsI 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



Warm-Ups

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Writing with Primary Crayons

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DAP 164



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?

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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



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 GroupA B C

C A TC A T

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Rotating GroupsA 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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Skills Small Groups

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