Counselora · Small Groups
Asking for written or shorter directions: small-group series
Grades 6–8 · Ready-made original
Learning goal
Ask for a long set of directions in usable steps.
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 specific change to the directions could help?”
Story · 6 minutes
An art task has six spoken directions. Casey remembers the first two but is unsure what to do after that.
A response to compare · 5 minutes
Casey asks, “Could I see the steps written down?” The teacher supplies the list and helps identify the next step.
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 specific change to the directions could help?
Closing · 2 minutes
“Choose the first action or words for this story.”
One action to keep
“What specific change to the directions could help?”
Session 2: Try a second situation
Opening · 4 minutes
“What specific change to the directions could help?”
Story · 6 minutes
A student can follow the first step but loses track of the remaining spoken steps.
A response to compare · 5 minutes
“Could I have the steps written down?”
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 specific change to the directions could help?
Closing · 2 minutes
“Choose the first action or words for this story.”
One action to keep
“What specific change to the directions could help?”
Session 3: Try a different situation
Opening · 4 minutes
“What specific change to the directions could help?”
Story · 6 minutes
The written directions have a word the student does not understand.
A response to compare · 5 minutes
“What does this word mean here? Could you show one example?”
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 specific change to the directions could help?
Closing · 2 minutes
“Choose the first action or words for this story.”
One action to keep
“What specific change to the directions could help?”
Session 4: Choose and use the skill
Opening · 4 minutes
“What specific change to the directions could help?”
Story · 6 minutes
An art task has six spoken directions. Casey remembers the first two but is unsure what to do after that.
A response to compare · 5 minutes
Casey asks, “Could I see the steps written down?” The teacher supplies the list and helps identify the next step.
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 specific change to the directions could help?
Closing · 2 minutes
“Choose the first action or words for this story.”
One action to keep
“What specific change to the directions could help?”
Story cards to print
Card 1
An art task has six spoken directions. Casey remembers the first two but is unsure what to do after that.
What specific change to the directions could help?
Card 2
A student can follow the first step but loses track of the remaining spoken steps.
What specific change to the directions could help?
Card 3
The written directions have a word the student does not understand.
What specific change to the directions could help?
Student response page
Story number: __________
My first words or action: ________________________________________________
A response I could try next: ________________________________________________
Response examples
1. Casey asks, “Could I see the steps written down?” The teacher supplies the list and helps identify the next step.