Deck 5: Planning and Implementing Effective Group-Time Activities

Question 1

Which of the following statements describes a common goal for every whole group time?

A) Children listen to a story.
B) Children develop a sense of community.
C) Children learn to follow directions and listen for details.
D) Children learn about the new activities for the day.

Answer 1

Children develop a sense of community.

Question 2

Which strategy is NOT required as part of a brainstorming group time about insects?

A) Read a factual book about insects to the children.
B) Invite children to talk about what they know about insects.
C) Discuss how children want to find out new things about insects.
D) Record what children want to learn about insects.

Answer 2

Read a factual book about insects to the children.

Question 3

Mrs. Ramsey plans a whole group time focused on preschoolers taking turns and waiting for one another to speak. She plans to use a storybook to prompt conversation. Which of the following strategies would be most successful in addressing these goals?

A) Give each child his or her own copy of the book to so they have something to refer to during the discussion that follows.
B) Ask children to raise their hands before they speak and keep the conversation focused on the story only.
C) Divide the large group into smaller groups each led by an adult who talks with 3 or 4 children about the story.
D) Have a small group of children demonstrate how to take turns and listen, while others in the group observe.

Answer 3

Divide the large group into smaller groups each led by an adult who talks with 3 or 4 children about the story.

Question 4

Mr. Jarvis wants to incorporate a show and tell routine into his Tuesday kindergarten schedule. Which of the following things should he consider FIRST as he develops this routine?

A) How many children will bring in items to show each Tuesday.
B) What his goals are for show and tell.
C) What to do about children who forget to bring something to show.
D) What rules should govern the show and tell activity and how will he enforce them in a positive way.

Question 5

What activity would happen in a group time that incorporates the Author's Chair?

A) Mrs. Jones selects an author of the week and reads the children a story by that author while sitting in her rocking chair at group time.
B) A child selects a favorite author from books in the book basket, then goes up and shows the others the book selected.
C) Five-year-old Melissa reads a story she wrote herself to the others in her class.
D) Five-year-old Melissa shares a favorite picture book from home and then the teacher and the children talk about the author and the illustrator.

Question 6

Which activity would an effective teacher do during the body of a group time?

A) Sing several familiar songs.
B) Start by handing each child a flannel board piece to hold until the group sings "There was an old lady who swallowed a fly" at the end of group time.
C) Demonstrate to children how to use the side of the crayon to create rubbings, which is one of the activities in learning centers for the day.
D) Remind children that there is no talking during group time unless you raise your hand and the teacher calls on you.

Question 7

The teacher is planning a group time around the concept of leaves. The best approach would be to do which of the following things?

A) Have real leaves for the children to look at and handle.
B) Use a large picture book that shows leaves on trees.
C) Sing a song about leaves.
D) Remind children about the leaves that they have seen outside.

Question 8

At group time, Mrs. Rausch is talking to 20 3-year-olds about how to care for a pet. Which of the following strategies would best enhance the activity?

A) Pass around a dog brush, waiting for each child to touch it and ask a question or make an observation about it.
B) Read a story about a child who takes care of his pet dog.
C) Have several dog brushes for the children to look at in smaller groups around the circle.
D) Observe a do being groomed while its owner explains what is happening.

Question 9

Mrs. Rausch plans to introduce the day's activities to children during the first group time of the day. She might consider using which of the following strategies?

A) Telling children what activities are available, then reading a book, then offering a music and movement activity before telling children "OK-go play!" to dismiss them from group.
B) Beginning to tell children about the activities available for the day, getting up from group to retrieve an example of an activity only if children appear confused.
C) Demonstrating activities that are new to the classroom.
D) She might do any of the above, as they all would be equally effective.

Question 10

At what point does the opening of group time begin?

A) As soon as the teacher gathers the materials.
B) As soon as a few children arrive and are ready.
C) When the materials are gathered and all the children are ready.
D) After the announcements of the day when all children are ready.

Question 11

The teacher notices that over the past several days, children have been leaving toys out on the playground. He decides to address the problem during group time. Which of the following group times would offer the best vehicle for addressing the problem?

A) Planning times
B) Class meetings
C) Brainstorming groups
D) Plan-do-review

Question 12

In general, what is the LEAST effective strategy to having the body of group time proceed effectively?

A) Choose a familiar book off the shelf and begin to read it aloud.
B) Use props to stimulate interest and involvement.
C) Prepare the children with a statement of what to expect, in sequence.
D) Use humor, nonverbal expressiveness, pictures and mime.

Question 13

What is the best closing to complete a 20-minute group time?

A) "That is all for today."
B) "You will have to hurry in getting your coats on to not miss the bus."
C) "Children wearing red may go first. Now those wearing green…"
D) Stop speaking, stand up, and walk to the food cart.

Question 14

What makes the components of the group time flow together?

A) Good music
B) Interesting transitions
C) Developmentally appropriate stories
D) Several adults available to help

Question 15

Which of the following strategies is NOT essential for keeping the group time focused?

A) Choose one or two learning goals
B) Select activities that relate to one another in some way
C) Keep all activities a common length and intensity
D) Vary the curricular focus from day to day

Question 16

What strategy of structuring the setting ahead of time is NOT a part of preparation for group time?

A) Placement so that every child can see and hear.
B) Ensure enough space between children for all planned activities.
C) Organizing materials so that they are immediately at hand and in the order needed.
D) Keeping the group size to 10 children or fewer.

Question 17

During Miss Gross's carefully planned whole group teaching activity, some children began to wiggle and poke each other. What should she do immediately?

A) Scan the group to determine children's interest level and to see if the problem appears to center on any particular child.
B) Stop what she is doing and scold the children for inattentive behavior.
C) Increase the volume of her voice and continue as though nothing is amiss.
D) Stop the group time and involve the children in a discussion about the group time rules.

Question 18

When a classroom has more than one adult, what should the adult who is NOT leading the group time be doing?

A) Answering messages on his/her phone
B) Preparing the next activity
C) Supporting the children who are easily distracted or who have difficulty attending
D) Wiping tables, sweep floors, general room maintenance

Question 19

Mr. Frank has observed that some children are playing chase and wrestling on the playground. Other children seem to be distressed by the big body play. What type of special group experience would best be used in this situation?

A) Greeting
B) Story Telling
C) Class meeting
D) Reporting

Question 20

Carrie, age 4, is visually impaired. She wears glasses that help but are not sufficient for her to see quite well. In her IEP, her intelligence and her hearing are within normal ranges. There is a note that her social skills are underdeveloped and she has been very indulged at home. She leaves group activities or whines or disturbs others during group experiences. Which strategies are NOT likely to be helpful?

A) Ask her to sit with another adult or near the leader close enough for her to see.
B) Give her something to hold or something to do physically during most of group time.
C) Exclude her from group time and ask her parent to pick her up early.
D) Use a lot of participation where her physical and aural/oral abilities are used.

Question 21

Name and briefly describe 3 variations on standard group times as listed in your textbook.

Question 22

Name 2 things to consider in selecting a physical location for group time.

Question 23

Describe 3 pitfalls to avoid in planning effective group times.

Question 24

Compare the accommodations or adjustments that might be necessary for younger less experienced children to enjoy group time to those of older or more experienced children.

Question 25

List three strategies that the leader can do when a child becomes angry or very unhappy during the group learning experience.

Question 26

Describe at least 6 things you would do to prepare for a circle time with a group of 4-year-old children. Explain the importance of each of the strategies you identify.

Question 27

Raymond often has difficulty sitting through an entire group time. He is easily distracted and finds it challenging to move from one routine to another. Explain how you would help Raymond have a positive group time experience.

Question 28

Imagine that you are the head teacher for a group of 6 and 7-year-old children. The children in your class have become interested in mailing things and getting things in the mail. How could a group time serve as a way to explore this topic further? Outline the things you would have to consider and in what ways a group time would be appropriate or less appropriate for this purpose.