Scaffolding Instruction Assisting Reading Performance Workshop 2 9/21/2018 Temple CTE Reading Project D. Garnes, FRA

What Is a Scaffold? A scaffold is a temporary learning aid designed to help the student grow in independence as a learner. Once the skill the scaffold is intended to help has been mastered, the scaffold should be withdrawn. 9/21/2018 Temple CTE Reading Project D. Garnes, FRA

What Is Scaffolding Instruction? A set of pre-reading, during-reading, and post-reading activities specifically designed to assist a particular group of students in successfully reading, understanding, learning from, and enjoying a reading passage. (Graves & Graves, 2003) 9/21/2018 Temple CTE Reading Project D. Garnes, FRA

Why Use Scaffolding Instruction? Scaffolding a reading passage offers the teacher a flexible plan that takes into consideration: 1. The particular group of students 2. The text they are reading 3. The purpose for reading the text 9/21/2018 Temple CTE Reading Project D. Garnes, FRA

Why Use Scaffolding Instruction? Scaffolding a reading experience also provides: 1. Temporary support for students to use in understanding and discussing the reading selection. 2. Methods to enhance student engagement with the text, allowing for deeper understanding of knowledge. 9/21/2018 Temple CTE Reading Project D. Garnes, FRA

What Advantages Does Scaffolding Instruction Offer? A temporary support structure to assist the student’s comprehension of text. A support structure that allows students to complete tasks and gain knowledge. Activities which can be used to self-monitor and internalize reading skills. Activities which provide ways for students to discuss and write about reading passages. 9/21/2018 Temple CTE Reading Project D. Garnes, FRA

What Advantages Does Scaffolding Instruction Offer? Scaffolding provides for a plan to develop independent readers Scaffolding is a temporary support plan which should be removed when the leaner reaches an independent reading level and can self-monitor their reading. Scaffolding includes an instructional framework. 9/21/2018 Temple CTE Reading Project D. Garnes, FRA

What Are the Components of an Instructional Framework Scaffold? Initiating students toward reading at independent levels. Constructing meaning from the text. Utilizing text meanings to apply or act upon the meanings students have constructed. 9/21/2018 Temple CTE Reading Project D. Garnes, FRA

Initiating Component Teachers should: Students should: Introduce content Assess prior knowledge Identify purpose for reading Stimulate curiosity Develop a strategic plan Students should: Preview the content Assess prior knowledge Build upon prior knowledge Determine purposes Raise questions/issues Recognize a need to know Develop a strategic reading plan 9/21/2018 Temple CTE Reading Project D. Garnes, FRA

Constructing Component Teachers should consider: Class size Needs of students Diverse learning styles Complexity of subject matter Time spent on a reading assignment Students should : Engage Interact Process information Associate with life experiences Organize Think about the passage 9/21/2018 Temple CTE Reading Project D. Garnes, FRA

Utilizing Component Teachers should: Students should: Write ideas Explain Clarify Model Demonstrate Guide the student using the scaffold activity selected Students should: Write ideas Synthesize information Clarify and organize ideas Refine concepts Move toward independence from using the scaffold 9/21/2018 Temple CTE Reading Project D. Garnes, FRA

How Are Scaffolding Instruction Activities Sequenced? Before Reading Scaffolds During Reading Scaffolds After Reading Scaffolds 9/21/2018 Temple CTE Reading Project D. Garnes, FRA

Before Reading Scaffolds Two Minute Preview K-W-L 9/21/2018 Temple CTE Reading Project D. Garnes, FRA

Two Minute Preview Description Provides students with an overview of the selection Helps students develop a plan for reading a selection Previewing a reading passage can help students become active and engaged with the text. 9/21/2018 Temple CTE Reading Project D. Garnes, FRA

Two Minute Preview Procedures Can be used with pairs or whole class Good scaffold for predicting text structure and organization of content Teacher leads the class in discussion of preview findings 9/21/2018 Temple CTE Reading Project D. Garnes, FRA

Two Minute Preview Guide What is the author talking about? What are the heading and subheading topics? Can I interpret graphs, charts, tables and maps? Are there any margin notes? Is there a passage overview and summary ? Do questions cover the major ideas in the reading? 9/21/2018 Temple CTE Reading Project D. Garnes, FRA

K-W-L Scaffold A widely used strategy to foster active reading, consists of three steps: K- What do I already know? W-What do I want to find out? L-What did I learn, and still need to learn? 9/21/2018 Temple CTE Reading Project D. Garnes, FRA

Why Use the K-W-L Scaffold? Provides a structure which: Activates prior knowledge Builds upon prior knowledge Elicits student input 9/21/2018 Temple CTE Reading Project D. Garnes, FRA

Sample K-W-L Scaffold Chart K: What do I already know? W: What do I want to find out? L: What did I learn? 9/21/2018 Temple CTE Reading Project D. Garnes, FRA

During Reading Scaffolds Key Questions Note Taking: Do it Yourself 9/21/2018 Temple CTE Reading Project D. Garnes, FRA

The Key Questions Scaffold This scaffold strategy is designed to help students process the basic elements of of ( Who? What? When? Where? And How?) of what they read. Students use this scaffold to note and present information to a small group or whole class. 9/21/2018 Temple CTE Reading Project D. Garnes, FRA

Why Use the Key Questions Scaffold? This scaffold is used: When working with readers who have trouble comprehending at the literal level. To present the new information helps integrate it into existing schemata. When teachers need a quick,informal assessment tool to judge student reading performance on a text passage. 9/21/2018 Temple CTE Reading Project D. Garnes, FRA

The Key Questions Procedure Teacher models five key questions in a selection Students read and record information to answer the five key questions using the key questions worksheet. Students may design a flipchart of notes. Students present the information orally to the class 9/21/2018 Temple CTE Reading Project D. Garnes, FRA

The Key Questions Scaffold: Student Worksheet Use the key questions scaffold below with the reading assignment. Who ? What ? When ? Where? How? 9/21/2018 Temple CTE Reading Project D. Garnes, FRA

Note Taking: Do It Yourself Effective note taking is one of the most important skills students can develop. Real value in note taking is revisiting the notes and reacting, organizing, and using them in some way. Revisiting notes and using them in classroom instruction leads to deeper understanding and integration into one’s schema. 9/21/2018 Temple CTE Reading Project D. Garnes, FRA

Note Taking: Do It Yourself There are many types of note taking systems. Any note-taking system should present information in an organized manner that can be adapted for verbal and visual presentations. 9/21/2018 Temple CTE Reading Project D. Garnes, FRA

Note Taking Using the R3 System Students perform the following actions: Read the text passage Record important notes Respond to the notes by writing questions and answering those questions React by writing a summary about what they are learning. Make associations to learn new material by linking to existing knowledge 9/21/2018 Temple CTE Reading Project D. Garnes, FRA

Note Taking Using the R3 System Use the R3 note taking scaffold below. Notes: Questions and Answers: Reaction Summary: Associations: 9/21/2018 Temple CTE Reading Project D. Garnes, FRA

After Reading Scaffolds Think Aloud Strategy Writing to Learn Strategy The Last Word 9/21/2018 Temple CTE Reading Project D. Garnes, FRA

Think Aloud Strategy This scaffold helps students understand the thinking required by a specific task. The teacher models the thinking process as she/he reads aloud. Students see how the teacher constructs meaning from unfamiliar vocabulary, and new text content. 9/21/2018 Temple CTE Reading Project D. Garnes, FRA

Think Aloud Strategy Scaffolding Includes the following activities: Reading aloud Developing questions Verbalizing thoughts Making predictions as you read Explaining how one connects new content with prior knowledge. 9/21/2018 Temple CTE Reading Project D. Garnes, FRA

Think Aloud Activities Coping strategies you can model include: Making predictions Forming a hypothesis Creating analogies Verbalizing Fix-Up Strategies Using retelling to review a process or procedure 9/21/2018 Temple CTE Reading Project D. Garnes, FRA

Think Aloud Guide Sheet None A Little Most of Always the time Make predictions Form mental pictures Connect to prior Knowledge Create Analogies Verbalize Confusing points Use fix-up strategy 9/21/2018 Temple CTE Reading Project D. Garnes, FRA

Writing To Learn Strategy Can be incorporated across the curriculum Helps students personalize learning Encourages high-level thinking skills Assists in helping students construct meaning from the text Writing activities are brief 9/21/2018 Temple CTE Reading Project D. Garnes, FRA

Writing To Learn Strategy Steps 1.Select the concept you want students to explore. 2. Assign the Writing to learn activity any time during the class. 3. Give students three to five minutes think time to consider a response 4. Have students write five minutes on the topic. 9/21/2018 Temple CTE Reading Project D. Garnes, FRA

Writing To Learn Strategy Writing to learn discussion can be centered on the written response Writing to learn helps students reflect on information under discussion. Writing to learn can be effect in helping Students construct summaries of their reading assignment. 9/21/2018 Temple CTE Reading Project D. Garnes, FRA

The Last Word Strategy The Last Word is a writing to learn activity used at the end of a discussion or reading. Students spend the last ten minutes of class completing the Last Word Writing guide. In the guide, students write the teacher a brief letter about information they do not understand, need clarified, or reviewed. 9/21/2018 Temple CTE Reading Project D. Garnes, FRA

The Last Word Strategy Guide Name _________, Date____, Class______ Today, I understood:__________. Today, I did not understand:________. 9/21/2018 Temple CTE Reading Project D. Garnes, FRA

Writing to Learn: Guidelines Identify appropriate topic and writing activity. Keep content the central focus. Provided sufficient writing time. Design the writing activity to review, question and summarize knowledge Provide time to students to discuss their written responses. 9/21/2018 Temple CTE Reading Project D. Garnes, FRA

Scaffolding Instruction Review In this program, we have presented: A rationale for scaffolding. A reading frame work for using scaffolding: before, during and after the reading process Six scaffolding activities teachers can integrate with their content reading assignments. 9/21/2018 Temple CTE Reading Project D. Garnes, FRA

Resources Used in This Program Billmeyer, Rachel & Barton, Mary Lee. ( 1998) Teaching Reading in the Content Areas: If Not Me, Then Who?, McREL, Aurora, CO. Brozo, W.G., & Simpson, M.L. (1999) Readers, Teachers and Learners: Expanding Literacy Across the Content Areas, Prentice Hall: Upper Saddle River, NJ. Graves, Michael & Graves, Bonnie. ( 2003) Scaffolding Reading Experiences: Designs for Student Success, Christopher-Gordon Publishers: Norwood, MA. Stephens, Elaine & Brown, Jean. (2000) A Handbook of Content Literacy Strategies: 75 Practical Reading and Writing Ideas, Christopher-Gordon Publishers: Norwood, MA. 9/21/2018 Temple CTE Reading Project D. Garnes, FRA