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

2. 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Once the skill the scaffold is intended to help has been mastered, the scaffold should be withdrawn.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

3. 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

4. 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

5. 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

6. 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

7. 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

8. 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

9. 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

10. 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

11. 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

12. 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

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

14. 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

15. 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

16. 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

17. 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

18. 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

19. 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

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

21. 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

22. 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

23. 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

24. 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

25. 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

26. 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

27. 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

28. 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

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

30. 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

31. 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

32. 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

33. 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

34. 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

35. 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

36. 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

37. 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

38. 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

39. 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

40. 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

41. 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