Counselora · Small Groups
Choosing support so everyone can take part: small-group series
Grades 3–5 · Ready-made original
Learning goal
Choose a change that makes a task easier to join.
Materials
These three story cards, the response page below, and pencils.
Write, draw, or say your answer. You may pass.
Session 1: Find a first response
Opening · 4 minutes
“What support would make this task usable?”
Story · 6 minutes
A pretend team must read instructions and build a paper model. One student needs the print enlarged, another wants the instructions read aloud, and another works best after seeing the first fold. The goal is the same model.
A response to compare · 5 minutes
Offer larger directions, a read-aloud, or a demonstration of the same paper task.
Practice · 10 minutes
One partner reads the story above. The other tries the words or actions in the supplied response. Switch readers if you want. Writing, drawing, watching, or passing is also a choice.
Student response · 3 minutes
What support would make this task usable?
Closing · 2 minutes
“Choose the first action or words for this story.”
One action to keep
“What support would make this task usable?”
Session 2: Try a second situation
Opening · 4 minutes
“What support would make this task usable?”
Story · 6 minutes
A student can make a paper model but cannot read the tiny steps on the sheet.
A response to compare · 5 minutes
Provide larger-print steps or read the same steps aloud.
Practice · 10 minutes
Use the story above. Try a first response, then compare it with the supplied response. A partner can read the response instead of acting.
Student response · 3 minutes
What support would make this task usable?
Closing · 2 minutes
“Choose the first action or words for this story.”
One action to keep
“What support would make this task usable?”
Session 3: Try a different situation
Opening · 4 minutes
“What support would make this task usable?”
Story · 6 minutes
A student hears the directions but needs to see the first fold.
A response to compare · 5 minutes
Show the first fold. The goal stays the same even when the support differs.
Practice · 10 minutes
Use the story above. Write or say a response before reading the supplied response. Compare them. Choose one word or action that makes the response clearer.
Student response · 3 minutes
What support would make this task usable?
Closing · 2 minutes
“Choose the first action or words for this story.”
One action to keep
“What support would make this task usable?”
Session 4: Choose and use the skill
Opening · 4 minutes
“What support would make this task usable?”
Story · 6 minutes
A pretend team must read instructions and build a paper model. One student needs the print enlarged, another wants the instructions read aloud, and another works best after seeing the first fold. The goal is the same model.
A response to compare · 5 minutes
Offer larger directions, a read-aloud, or a demonstration of the same paper task.
Practice · 10 minutes
Choose story 1, 2, or 3 from the cards below. One partner reads it; the other gives a response. Switch readers if you want. Use the supplied responses to check whether the action fits the problem.
Student response · 3 minutes
What support would make this task usable?
Closing · 2 minutes
“Choose the first action or words for this story.”
One action to keep
“What support would make this task usable?”
Story cards to print
Card 1
A pretend team must read instructions and build a paper model. One student needs the print enlarged, another wants the instructions read aloud, and another works best after seeing the first fold. The goal is the same model.
What support would make this task usable?
Card 2
A student can make a paper model but cannot read the tiny steps on the sheet.
What support would make this task usable?
Card 3
A student hears the directions but needs to see the first fold.
What support would make this task usable?
Student response page
Story number: __________
My first words or action: ________________________________________________
A response I could try next: ________________________________________________
Response examples
1. Offer larger directions, a read-aloud, or a demonstration of the same paper task.
2. Provide larger-print steps or read the same steps aloud.
3. Show the first fold. The goal stays the same even when the support differs.