Counselora · Small Groups
Asking for help after a drawing mistake: small-group series
Grades K–2 · Ready-made original
Learning goal
Try a next step after a small building mistake.
Materials
These three story cards, the response page below, and pencils.
Read aloud. Point, draw, tell, or pass.
Session 1: Find a first response
Opening · 4 minutes
“What could they ask for after the mistake?”
Story · 6 minutes
Ari draws a block tower. The paper slips and the picture tears. Ari wanted to show the drawing to the class.
A response to compare · 5 minutes
Ari can pause and ask, “Can I have tape or new paper?” A mistake does not mean Ari has to start without help.
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 could they ask for after the mistake?
Closing · 2 minutes
“Choose the first action or words for this story.”
One action to keep
“What could they ask for after the mistake?”
Session 2: Try a second situation
Opening · 4 minutes
“What could they ask for after the mistake?”
Story · 6 minutes
A pencil line goes across the wrong part of a picture.
A response to compare · 5 minutes
“Can I have help erasing this line?”
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 could they ask for after the mistake?
Closing · 2 minutes
“Choose the first action or words for this story.”
One action to keep
“What could they ask for after the mistake?”
Session 3: Try a different situation
Opening · 4 minutes
“What could they ask for after the mistake?”
Story · 6 minutes
A paper model folds the wrong way. The child wants to try again.
A response to compare · 5 minutes
“Can you show me the fold or help me start a new one?”
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 could they ask for after the mistake?
Closing · 2 minutes
“Choose the first action or words for this story.”
One action to keep
“What could they ask for after the mistake?”
Session 4: Choose and use the skill
Opening · 4 minutes
“What could they ask for after the mistake?”
Story · 6 minutes
Ari draws a block tower. The paper slips and the picture tears. Ari wanted to show the drawing to the class.
A response to compare · 5 minutes
Ari can pause and ask, “Can I have tape or new paper?” A mistake does not mean Ari has to start without help.
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 could they ask for after the mistake?
Closing · 2 minutes
“Choose the first action or words for this story.”
One action to keep
“What could they ask for after the mistake?”
Story cards to print
Card 1
Ari draws a block tower. The paper slips and the picture tears. Ari wanted to show the drawing to the class.
What could they ask for after the mistake?
Card 2
A pencil line goes across the wrong part of a picture.
What could they ask for after the mistake?
Card 3
A paper model folds the wrong way. The child wants to try again.
What could they ask for after the mistake?
Student response page
Story number: __________
My first words or action: ________________________________________________
A response I could try next: ________________________________________________
Response examples
1. Ari can pause and ask, “Can I have tape or new paper?” A mistake does not mean Ari has to start without help.