2. What is Scaffolding?

3. Scaffolding…  Is assistance provided by a teacher to help a student preform within their Zone of Proximal Development  Helps a student accomplish something that is greater than what they could accomplish alone, without support

4. 3 types of Scaffolding addressed in SIOP Verbal Procedural Instructional

6. Verbal Scaffolding What is it?  use prompting, questioning, & elaboration to facilitate students’ movement to higher levels of language proficiency  effective teacher-student interaction promotes learner confidence when it is geared to a student’s language competence  requires teacher knowledge of a student’s current language proficiency levels

7. Verbal Scaffolding Example: Paraphrasing  restating a student’s response in another form or in other words  used to clarify student meaning & model correct English

8. Verbal Scaffolding Example: Using “think-alouds”  model out-loud how effective strategy users think and monitor their understanding  example:  what a teacher may might model for students…  “When I’m preparing to read a chapter, I ask myself, ‘What is the main concept I’m supposed to learn?’ If I look at the big bold heading at the top of the page, I’ll get an idea. The heading might be black or it could be another color. I see here that it’s pink.’ Now I need to look at the other headings on the pages to see if they will help me determine what is especially important. Usually I think about what I already know about the topic. If I know something about it, it helps me understand better.”

9. Verbal Scaffolding Example: Reinforcing Contextual Definitions  pointing out how to figure out the meaning of a word from the surrounding text  example  text: Aborigines, the people native to Australia, were being forced from their homes.  teacher highlights how, “the phrase, ‘the people native to Australia’ tell us what the word ‘Aboriginals’ means.”  Note: if you ever rewrite/adapt a text yourself, (which would be considered another type of scaffolding by SIOP,) it would be good to add this sort of information to your rewrite

10. Verbal Scaffolding Example: Providing correct pronunciation by repeating students’ responses  enunciate carefully, but naturally  keep natural inflection and pronunciation

11. Verbal Scaffolding Example: Slowing speech, increasing pauses, and speaking in phrases  pause between phrases  allow students additional think time so they can process the language

12. Verbal Scaffolding Example: Eliciting more language and information from the students  ask questions  allow extra time for student response

14. Procedural Scaffolding What is it?  methods of setting up lessons that ensure student assistance from a more experienced individual  assistance may be from a teacher &/or peer

15. Procedural Scaffolding Instructional Framework Example  instructional framework that includes the following components…  explicit teaching  guided practice/practice with peers  independent practice  expectation: independent application  example: Gradual Increase of Student Independence (on following slide)

16. Gradual Increase of Student Independence emphasis on the potential recursive need for additional support deemphasizes linear model of Gradual Release of Responsibility Figure 5.1 from SIOP

17. Procedural Scaffolding teacher instruction examples  Small group instruction with children practicing a newly learned strategy with another more experienced student  one-on-one  teaching,  coaching, or  modeling

18. Procedural Scaffolding peer support example  Partnering/grouping students for reading & content activities with more experienced readers assisting those with less experience

20. Instructional Scaffolding What is it?  helps a student access content  help a student access language concepts

21. Instructional Scaffolding Example  graphic organizers as a pre-reading tool to help prepare students for the content of a textbook chapter

22. Instructional Scaffolding Example: Graphic Organizer Directions notes: All parts not used for all words

23. Instructional Scaffolding Example  Model of completed assignments  posters  booklets  podcasts  give students a clear picture of the goal

25. Keep in Mind…  Scaffolding is provided by the more knowledgeable individual (i.e.: teacher)  Scaffolds help student achieve something that they could not achieve independently  Scaffolds should be temporary  Scaffolding should be withdrawn gradually

26. More Scaffolding Ideas Source: Aida Walqui, co-author of Scaffolding the Academic Success of Adolescent English Language Learners: A Pedagogy of Promise

30. Working with an ESL/Bilingual Teacher  Consider district program model (many different types of ESL/Bilingual programs)  Understand expectations of your particular program  Some shared and some separate responsibilities

31. ESL/Bilingual Teacher as a Source of Information on a Student’s English Language Proficiency…  English Language Proficiency scores  listening  speaking  reading  writing  oral  literacy  comprehension  overall (state defined level, reported to state and federal governemnt)  Assessments used to measure English proficiency  Alternate English Language Assessment for Students with Disabilities (SwD, federal designation) labeled severe

32. ESL/Bilingual Teacher as a Source of Information on a Student’s Background… ESL/Bilingual Teacher compiles & shares with relevant Staff May Include: Home language(s) proficiency/ies Home culture Family Structure Likes & Strengths Example Student Background Information (right)

33. ESL/Bilingual Teacher as a Source of Information on a Student Data… ESL/Bilingual Teacher Data Records & Analysis Example

34. ESL/Bilingual Teacher: Specializes in Language Acquisition  Work with students to help them learn English  Coach classroom teacher to help differentiate lessons  Model instruction that is effective for English Learners

35. ESL/Bilingual Teacher: Knowledgeable of Language Transfer What is Language Transfer?  Language Transfer: when a learner applies knowledge from their native language of language/how language works/convention/structure/rules/etc. to a new language they are learning  natural & normal part of second language acquisition  is specific to languages and the order languages are learned

36. ESL/Bilingual Teacher: Knowledgeable of Language Transfer Language Transfer…  Produces dialect often labeled with a blend of name of 2 languages, examples: Spanglish, Hmonglish…  Has predictable patterns and stages  Is very important to understand to help differentiate difference from disability

37. ESL/Bilingual Teacher: Knowledgeable of Language Transfer  positive transfer: way in which first language is helpful in that knowledge holds true or is “correct” in second language  example: cognates (words in two languages that share a similar meaning, spelling, & pronunciation) español (Spanish)English color familiafamily firmefirm flexible galaxiagalaxy inmigrantesimmigrants practicarpractice (to)

38. ESL/Bilingual Teacher: Knowledgeable of Language Transfer  negative transfer: when transference from understanding of 1 st language is undesirable because of linguistic differences  teachable moment second language learners do not make errors! (though they may overgeneralize structure and rules until they learn how a new language works-- natural)  “errors” are predictable and expected

39. false cognates  Spanish—English  embarazada, a Spanish word, sounds like English for ________  embarazada means… pronouns  Hmong language: gender- neutral pronouns only  English language: gender- specific pronouns & gender- neutral pronouns  Expected/typical error of a native Hmong speaker learning English:  “He is my mom.”  instead of  “She is my mom.” ESL/Bilingual Teacher: Knowledgeable of Language Transfer Negative Transfer Examples

40. ESL/Bilingual Teacher: Accommodations & Modifications  For standardized assessments, state department of education defines annually  To use allowable accommodations &/or modifications, they should be something the child receives in class, regularly  Example matrix on following slides

47. Why We Scaffold… Examples How Vocabulary is Difficult & Crucial 1.The bandage was wound around the wound 2.The farm was used to produce produce 3.The dump was so full that it had to refuse more refuse 4.We must polish the Polish furniture 5.He could lead if he would get the lead out

48. Why We Scaffold… More Examples How Vocabulary is Difficult & Crucial 6.The soldier decided to desert his dessert in the desert 7.Since there is no time like the present, he thought it was time to present the present 8.A bass was painted on the head of the bass drum 9.When shot at, the dove dove into the bushes 10.I did not object to the object