Name:​ ​Teghan Jacobson and Kacey Costal

Topic Area​: ​Co-teaching - Social Skills

Title of Strategy​: ​Sharing With Others

Co-teaching type​: ​Team Teaching - (Teacher 1 - Teghan *) (Teacher 2 - Kacey ~)

* ​Rationale​:​ We chose this strategy because we have observed a lack of the skill of
sharing/turn-taking among students, especially students we work with on the autism spectrum.
The ability of students to share and take turns with others is a crucial skill necessary to be both a
successful student as well as a successful adult later in life. In fact, a study conducted by
Vanderbilt University (2007) of “over 8,000 teachers and over 20 years of research in classrooms
across the country” found that the ability to “take turns” and “get along with others” were two of
the “top 10 skills that students need to succeed.” Clearly, this research demonstrates the
importance of students being able to appropriately share and interact in social settings.
Interestingly, this same study conducted by Vanderbilt (2007) found that “increas[ing] social
skills. . . [led to] commensurate increases in academic learning.” This research shows that not
only are social skills important to personal success, they are also significantly linked to academic
success. In addition to the importance of teaching this particular social skill, the practice of
modeling how to share is a key component of this strategy. According to Fatma and Kurt
(2016), “[o]ne of the most effective ways of teaching a skill is to demonstrate [or model] how the
skill is performed” (p. 211). By integrating this research-based method of instructional delivery,
this strategy provides students a visual demonstration of how to correctly share and interact with
others.

Grade Level​: ​Kindergarten - 3rd

Grouping​: ​Individual, Small group

Materials​:
● How Do Dinosaurs Play With Their Friends?​ By Jane Yolen and Mark Teague (Book or
YouTube video)
● Computer or iPad
● Coloring sheets
● Crayons
● Beanbags
● Tape
Explicit Implementation of Steps:
1. * ~ What this strategy consists of
a. This strategy is for the purpose of teaching students how to share with peers,
specifically when it comes to taking turns.
b. Teacher 1 will introduce the lesson by saying, “Today we are going to learn about
sharing. Do you know what sharing is? It’s when we play kindly with others and
allow others to use things such as toys, pencils, and even snacks! When we share,
we take turns. We take turns talking and playing ball.”
c. Teacher 2 will say, “Now we are going to watch a video to see how dinosaurs
share and take turns.”
d. The students will watch the digital version of the book, ​How Do Dinosaurs Play
With Their Friends? ​by Jane Yolen and Mark Teague.
e. Once the video is over it is time for the students to watch as both teachers, using
a team teaching technique, model sharing by coloring one sheet using the same
crayons.
f. The teachers will complete an explicit think-aloud, helping the students see and
understand the components of what sharing looks like.
g. Next, each teacher will scaffold the process of sharing/taking turns.
h. The students will each be paired with a teacher to share crayons as they color
together. The teacher should be prompting the students, reminding them to ask
nicely when they want a turn and to always say thank you.
i. Finally, the students will independently share with their peers. Each student will
take turns coloring with their partner while both teachers circulate between the
groups and facilitate the sharing activities.
j. To end the lesson, we will play a game called My Turn, Your Turn.
k. The game will first be modeled by the teachers.
l. A line will be taped on the floor for students to stand behind and they will each
get the chance to throw the beanbag into a taped square on the floor. After the
beanbag is thrown, the student will go pick up the beanbag and hand to the next
student in line while saying, “Your Turn.”
m. The game will be used through guided practice, then the students will play
independently with the other students.
2. ~Why this strategy is important:
a. This strategy is important because it teaches our students important skills they can
use for the rest of their lives.
b. Specifically, because our students have Autism, they struggle with sharing
independently. This is a skill that must be taught explicitly for our students.
3. *When to use this strategy:
a. This strategy could be used to teach the social skill of sharing to any young child
who lacks it.
b. This strategy is best when completed in small groups or individually to really
focus one-on-one with a struggling student, however, it could be modified for
whole group.
c. This strategy is also excellent for students on the autism spectrum who often lack
this essential social skill due to the very explicit instruction as well as the
video-book aspect.
4. * Teacher models how to perform the strategy
a. After both teachers introduce the lesson concept and finish watching the YouTube
version of ​How Do Dinosaurs Play With Their Friends?​ by Jane Yolen and Mark
Teague, they begin the explicit modeling portion of this strategy.
b. Teachers 1 and 2 sit down in front of the small group of students so everyone can
clearly see. There will crayons and coloring sheets prepared.
c. Teacher 1 begins the explicit instruction by doing a think-aloud while modeling
how to appropriately share with Teacher 2.
d. For example, Teacher 1 will begin by saying “Okay, it’s time to color and I have
to share this box of crayons with my friend here. That means that the box should
be placed equally ​between​ us so we can both reach the crayons.”
e. The teachers will both choose a crayon and begin coloring.
f. Teacher 2 will then continue to model the think-aloud by saying, “Hmm… I really
need a blue color for the sky and my friend has the only one. So, I will kindly ask
my friend if I can have the blue crayon.”
g. Teacher 2 continues to say, “Friend, can I have the blue crayon?”
h. Teacher 1 responds by saying “Yes, you can. Thank you for asking!”
i. Teacher 1 reinforces the kind asking by thinking-aloud “My friend used kind
words to ask for my crayon and I was also kind by letting her use it.”
j. Both teachers choose new colors.
k. Teacher 1 then says “Hm… I need a red crayon for my heart and my friend has
the only one. So, I will kindly ask to use her red crayon.”
l. Teacher 1 says “Friend, can I use your red crayon?”
m. Teacher 2 continues the think-aloud saying “Well my friend here asked to use my
crayon but I’m not done with it yet. I will kindly tell my friend that they can use it
when I have finished!”
n. Teacher 2 turns to Teacher 1 and says “I am using it right now, but you can use it
when I am finished!”
 o. Teacher 1 says “Okay, thank you!” and continues to think-aloud saying “I can
either wait for my friend to be done with the red crayon or I can choose a new
color and use the red one later when she is finished.”
p. After both teachers scaffold this coloring portion, they will also model how to
play the game My Turn, Your Turn by completing a think-aloud demonstration of
how to play.
5. ~ Teacher guides how to perform the strategy:
a. Both teachers will distribute one coloring sheet to each student. The teachers will
pair with an individual student and start by coloring.
b. While coloring, both teachers will work one-one-one with a student. While
coloring each teacher may ask their student to use the color they are using. Once
the student hands the crayon over, they will say, “Thank you so much, nice
sharing! Would you like a turn with the color I am using?”
c. Both Teacher 1 and 2 will continue to use prompts while guiding the students
through the coloring activity while engaging with them one-on-one.
d. The students will then engage in the Your Turn, My Turn game. Teacher will start
by throwing their beanbag and will then pick it up and hand it to the next student
in line while saying “Your turn.” “You are so welcome friend!”
e. The teacher will prompt the next student in line to do the same as they had just
done. This time Teacher 2 will be next in line.
f. Teacher 2 takes their turn and guides the student following them in line.
g. The process repeats until all students in line have been guided by a teacher
through their turn of the game.
6. ~ Student independently uses the strategy:
a. After the students have been given sufficient practice, by both the teachers
modeling and the guided practice, the students will independently share and take
turns for both activities.
b. The students will independently interact and play with their peers.

~ Accommodations and Modifications​:

a. For a student who has a speech impairment and is unable to verbalize well with
his peers, he will be able to simply hand over the beanbag or crayons for both
activities.
b. To accommodate our students who have a short attention span we are using a
timer to monitor the amount of time they need to stay focused until they will get a
break and receive a reward. Our reward is a snack. The timer will be set for every
ten minutes.
*References:

Besler, F., & Kurt, O. (2016, February). Effectiveness of Video Modeling Provided by Mothers
in Teaching Play Skills to Children with Autism. ​Educational Sciences: Theory & Practice,
16​(1), 209-230. doi:10.12738/estp.2016.1.0273

Vanderbilt University. (2007, September 27). ​Top 10 social skills students need to succeed.
Retrieved from Vanderbilt University:
https://news.vanderbilt.edu/2007/09/27/top-10-social-skills-students-need-to-succeed-58465/

Yolen, J., & Teague, M. (2006). ​How Do Dinosaurs Play With Their Friends?​ Retrieved from
YouTube: https://www.youtube.com/watch?v=DvJ24cAHcPU