Scaffolding Lifelong Literacy Practices for All Students Danielle Kennedy and Melissa Macaluso Special Education Specialists Questar BOCES

Learning Outcome Participants will learn how to scaffold the skills within the standards to meet their students’ needs. Melissa

Think - Pair - Share Think about the learning needs of the students within your classroom. Since the school year has started, what gaps in their learning have become evident? In what ways have you attempted to close these gaps? Or What strategies, tools, instructional practices, etc. have you used to close the gaps you have identified? Melissa 3 minutes

Scaffolding It is the creation of support features that help an individual student or a group of students transition from tasks at which they are successful due to sufficient procedural skill and conceptual development to tasks that are difficult for them to complete independently. •Scaffolding is part of the lesson development stage. •Scaffolding is also part of instructional practice. (EngageNY) Danielle

Scaffolding Strategies Build a Ladder Build a Bridge Harness learning Styles Build Links Danielle

Build a LADDER This is a vertical scaffolding strategy. •Look at the end-of-lesson expectations for student learning. •Decide if the examples and exercises are sufficient for your struggling learners to progress (climb up the ladder). •If not, create an additional task (rung on the ladder) to help the student climb to the end-of-lesson expectation(s). ie: simplify the context of the task, break the task into parts, add a preliminary step, change the vocabulary Melissa

Example of a Rung on a Ladder Lesson Objective: (Grade 5:Module 4:Unit 2: Lesson 1) RL.5.1: I can make inferences using quotes from the text. Before students can make inferences they need to…. Take a look at the vertically aligned standards and decide. Can your students do these previously learned skills?

Vertical Standards for R.L.1 K: With prompting and support, ask and answer questions about key details in a text. Gr 1: Ask and answer questions about key details in a text. Gr 2: Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. Gr 3: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. Gr 4: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. Melissa

Example continued... Melissa

Build a BRIDGE This is a horizontal scaffolding strategy. •Look at the progression of examples and exercises. •Decide if your struggling learners will need a bridge between your instructional example and their independent work on an exercise or problem set. •If so, create an additional task or plan for discussion that will connect their understanding gained from the guided example to the understanding needed to independently succeed on the exercise. Danielle

Example of a BRIDGE Provide a real life connection to what they learned Give them the same content for independent practice in order to help students make connections Do a Think Aloud Have them Turn and Teach so you can correct errors Outline the steps of a strategy (Toolkit) Danielle

TIME to TALK Take a minute to share a scaffold that you saw during the video that have helped the students be successful. We will share out! Melissa Higher Order Questions: https://www.teachingchannel.org/videos/developing-better-questions: This is a great example of a ladder because she’s giving them different ways to develop their questions BEFORE writing. https://www.teachingchannel.org/videos/scaffolding-critical-thinking: Great example of a BRIDGE….practicing seeing the Things and Examples before diving into the book. Guided practice after she gives a few examples. Then a shared reading where they talk about the IDEAS the lima beans represent.

HARNESS learning styles This is a strategy where you access students’ learning styles by creating an auditory, visual and/or kinesthetic component to the task. This is when you honor the concrete-pictoral-abstract transitions that are needed to facilitate learning. Attention Getters: songs, manipulatives, diagrams, pictures, graphic organizers Instructional Technology: personal white boards, Smart Boards, computer programs, response systems Danielle

Examples of a HARNESS Visual of Haiti in relation to US Video of an Earthquake on www.kids.nationalgeographic.com Show an earthquake simulator https://www.youtube.com/watch?v=zo9IySJfmCA Do a Gallery Walk and have students look at visuals and write down or discuss observations Danielle

Practicing in a different way! Build LINKS This is a scaffolding strategy that offers students something different while maintaining the conceptual development in the lesson. Practicing in a different way! Melissa

Example of LINKS Differentiation Strategies: Think-Pair-Share, Jigsaw, Gallery Walk Practice Differently to create a different dimension to the skill: critique the reasoning of another student, use reader’s theater, create a similar real life situation that demonstrates an understanding of the concept. Manipulate the Formatting Melissa http://www.bbc.com/news/world-europe-37176601

TIME to TALK Take a minute to share a scaffold that you saw during the video that have helped the students be successful. We will share out! Danielle https://www.youtube.com/watch?v=IfEU5shbmbw: Highschool harnesses and links STOP at 7:20

Links, Resources and Websites www.engageny.org http://www.edutopia.org/blog/scaffolding-lessons-six-strategies-rebecca-alber https://www.teachingchannel.org/videos/middle-school-ela-unit-persuasion