S CAFFOLDING S TUDENTS D URING G UIDED R EADING DeAnna Sheets B.E.W. Literacy Coach University of MO- Columbia

B EHIND THE S CENES Experience o 10 years teaching in the public school system o Literacy Coach and Reading Trainer at Branson Elementary West in Branson, MO Introduction Website

P URPOSE - W HY W ONDER ? “Sometimes questions are more important than answers.“- Nancy Willard Identify scaffolding strategies that work Prepare first year teachers for guided reading instruction

C OLLECTION OF D ATA Ms. Black 13 years experience Mrs. Malberry 9 years experience

C OLLECTION OF D ATA Type of Data Collection and How Often… Interviews 1 initial interview 5 interviews with each teacher after each lesson Observation/Videotaping 5 classroom observations and videotapes Surveys of Student Responses 2 different surveys for students 1 after the first lesson 1 after the last lesson

D ATA C OLLECTION - I NITIAL I NTERVIEWS Ms. Black “teaching reading is the most important part of my day” Mrs. Malberry “While I am at the reading table I find myself the most at ease, it is just the students, myself and a good book.”

W HAT IS SCAFFOLDING ? Find a partner Create a definition of scaffolding Add it to the chart paper

S CAFFOLDING Wood, Bruner, and Ross (1976) use the term scaffolding to describe a support system for helping children achieve success on a task that would be too difficult for them to accomplish on their own.

B RAINSTORM What are some scaffolds that you use during guided reading?

I NTERACTIVE R EAD A LOUD Interactive Read Aloud- Think Aloud Teacher reads aloud for students Teacher thinks out loud and engages students in dialogue Dorn, French and Jones (1998) Durkin (1966)

G RAPHIC O RGANIZERS Graphic Organizers to help with writing and comprehension 5 of 8 lessons teacher used graphic organizer Graphic Organizer was the highest ranked by students.

G RAPHIC O RGANIZERS Combine linguistic mode because they use words and phrases and the nonlinguistic mode because they allow the use of symbols and/or arrows to show relationships Hyerle (1996)

P ROMPTING S TUDENTS Cues or prompts that aid students Used constantly throughout the small group lesson

P ROMPTING S TUDENTS Strategies that mobilize students into action. “You noticed something there. What can you do to help yourself?” “How do you think that would look in a book?” Dorn & Soffos (2005)

P ROMPTING S TUDENTS Divert the learner’s attention to the source of information Taught for transfer (not just for the current book or problem) Frey & Fisher (2010)

P ROMPTS Y OU U SE What is a prompt you use often in guided reading? Does it transfer to multiple texts?

N EW I NFORMATION L EARNED Gradual Release of Responsibility Mastery is not an expectation during teaching Teachers scaffold throughout the entire guided reading lesson, but some scaffolds are more researched and probably more effective than others.

A DVICE FOR T EACHERS Video yourself teaching a guided reading group Write down the scaffolds you see yourself using, read about them and see if they are the most effective strategies you could be using. How do the students respond to your scaffold? Did it enhanced their learning?