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

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

3. 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

4. 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

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

6. 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

7. 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?

8. 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

9. Example continued...
Melissa

10. 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

11. 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

12. 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:
This is a great example of a ladder because she’s giving them different ways to develop their questions BEFORE writing.
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.

13. 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

14. Examples of a HARNESS Visual of Haiti in relation to US
Video of an Earthquake on
Show an earthquake simulator
Do a Gallery Walk and have students look at visuals and write down or discuss observations
Danielle

15. 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

16. 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

17. 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
Highschool harnesses and links STOP at 7:20

18. Links, Resources and Websites