Strategies for Scaffolding Instruction. With the advent of the common- core standards, our thinking about how to support second language learners has become super important. Our current focus for supportive instruction may be on grammar and vocabulary or we may be modifying the texts English Language Learners (ELLs) work with during a lesson so they’re at a more “appropriate level.” Under the standards developed through the Common Core State Standards Initiative, however, instruction for ELLs will have to move beyond modifying lesson materials and teaching fundamental components of language. Visuals and Realia. Whenever I can I include realia, or real life, tangible objects in my lessons. Modeling/Gestures. If you were to observe me teaching a lesson, you would likely see me making all kinds of funny looking gestures. Connect to Background Knowledge. When planning for the “hook” or introduction in a lesson, I consider what background knowledge students might have that I can connect to. Early literacy assessment in the context of play-based learning. Full day Kindergarten Program Guide. Blogger Rebecca Alber shares scaffolding strategies to use. Let's start by agreeing that scaffolding a lesson and differentiating instruction are two. Graphic Organizers. Graphic organizers may not be an appropriate scaffold for every lesson, but they are for many! Sentence Structures/Starters. Sentence structures can be a great support for English Language Learners. Read Aloud. Reading a grade level, complex text aloud to students at the start of the lesson can serve three important purposes: support engagement, support fluency, and give ELLs some access to the text they’ll be working with. Intentional Small Group/Partner Work. To support students during independent work time, you can consider small group or partner work. Use of First Language. If a student’s first language is available to you, then by all means make use of it as a scaffold.
Teachers’ Use of Scaffolding Strategies During Read Alouds.
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January 2017
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