Counselora · Small Groups
Using a help signal in class: small-group series
Grades 3–5 · Ready-made original
Learning goal
Use an agreed help signal when speaking to the group feels hard.
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 is a quiet way to request help?”
Story · 6 minutes
Luca needs a direction repeated but does not want to speak in front of the class. The teacher has offered a help card.
A response to compare · 5 minutes
Luca places the card on the desk. The teacher checks in quietly and repeats one direction. The card is a choice, not a test.
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 is a quiet way to request help?
Closing · 2 minutes
“Choose the first action or words for this story.”
One action to keep
“What is a quiet way to request help?”
Session 2: Try a second situation
Opening · 4 minutes
“What is a quiet way to request help?”
Story · 6 minutes
A student does not want to ask a question in front of the whole class. A written question option is available.
A response to compare · 5 minutes
Write the question or point to the confusing direction when the adult comes by.
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 is a quiet way to request help?
Closing · 2 minutes
“Choose the first action or words for this story.”
One action to keep
“What is a quiet way to request help?”
Session 3: Try a different situation
Opening · 4 minutes
“What is a quiet way to request help?”
Story · 6 minutes
A help card is on a student's desk, but the teacher has not noticed it yet.
A response to compare · 5 minutes
Use the agreed follow-up signal or ask quietly, “Could you check my help card?”
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 is a quiet way to request help?
Closing · 2 minutes
“Choose the first action or words for this story.”
One action to keep
“What is a quiet way to request help?”
Session 4: Choose and use the skill
Opening · 4 minutes
“What is a quiet way to request help?”
Story · 6 minutes
Luca needs a direction repeated but does not want to speak in front of the class. The teacher has offered a help card.
A response to compare · 5 minutes
Luca places the card on the desk. The teacher checks in quietly and repeats one direction. The card is a choice, not a test.
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 is a quiet way to request help?
Closing · 2 minutes
“Choose the first action or words for this story.”
One action to keep
“What is a quiet way to request help?”
Story cards to print
Card 1
Luca needs a direction repeated but does not want to speak in front of the class. The teacher has offered a help card.
What is a quiet way to request help?
Card 2
A student does not want to ask a question in front of the whole class. A written question option is available.
What is a quiet way to request help?
Card 3
A help card is on a student's desk, but the teacher has not noticed it yet.
What is a quiet way to request help?
Student response page
Story number: __________
My first words or action: ________________________________________________
A response I could try next: ________________________________________________
Response examples
1. Luca places the card on the desk. The teacher checks in quietly and repeats one direction. The card is a choice, not a test.
2. Write the question or point to the confusing direction when the adult comes by.