1. obuchenie

2. Zone of Proximal Development

3. “What can my child accomplish with assistance?”

4. Scaffolding

6. A worker uses a scaffold to work on an area of the building that is out of reach.

7. Tharpe and Gallimore’s 4 Stages of Vygotsky’s Zone of Proximal Development R. G. Tharpe & R. Gallimore (1988). Rousing Minds to Life (p.35)

8. Adapted from the work of Jeffrey Wilhelm, Tanya Baker, and Julie Dube.

9. I do, you watch or You do, I help

10. www.queenstownadventure.com Avoid bungee jumping as a teaching practice!

11. How do these kinds of reading activities provide scaffolding for students? Read-aloud/Modeled reading Shared reading Guided reading Independent reading

12. Read-Aloud / Modeled Reading

13. I do, you watch

14. Scaffolding Read Aloud/ Modeled Reading Teacher demonstrates proficient reading. Teacher models strategies used by proficient readers. Teacher expands access to text beyond the students’ independent or instructional reading levels. Teacher exposes children to a variety of genres and text structures. Teacher uses think-aloud “conversations” to share the proficient reader’s strategies for figuring out words, improving comprehension, and understanding texts. Student listens to the proficient reader.

15. Shared Reading

16. I do, you help

17. Scaffolding Shared Reading: Teacher models and teaches reading strategies. Teacher extends understanding of the reading process. Teacher reads and invites the students to read along with him/her when the teacher chooses. Teacher selects a big book, chart, or material on an overhead/document projector to “share” the text with the students. Teacher points to the words being read. (Modification: Students have copies of the book and point to words as they read along with the teacher when invited.) Student reads along with the proficient reader and practices with the support of the competent reader.

18. Shared Reading

19. Guided Reading

20. You do, I help

21. Guided Reading: Teacher acts as a guide (“backseat driver”). Teacher reinforces strategies and skills. Teacher engages the students in questioning and discussion. Student does the reading. Student practices the strategies. Student builds independence.

22. Independent Reading

23. You do, I watch

24. Independent Reading: Student selects the text. Student practices at his or her independent level. Time allocated for practice demonstrates the value of reading. Student practices new skills and strategies in his/her reading. Student is afforded the opportunity for strategic behaviors to become internalized, automatized and/or fossilized.

25. Literacy Centers - A Time For Practice “The emphasis of literacy centers is on practice - meaningful, independent practice - without the teacher’s assistance. It is a time for students to practice all that the teacher has been modeling. Thus, activities placed at the literacy centers grow out of what the teacher has done during read-aloud, shared reading, modeled writing, shared writing, small group instruction, content area instruction, and so on…” Diller, Practice With Purpose, p.4

26. How does a teacher scaffold students’ learning while expecting them to work unassisted? Familiar content and tools Rituals and Routines Engaging activities

27. Literacy Center Rubric

28. Coaching Resources Riverdeep/Learning Village www.duvalschools.org Just Read, Florida! www.justreadflorida.com Florida Center for Reading Research www.fcrr.org Florida Literacy and Reading Excellence Center http://flare.ucf.edu/

29. Credits: The digital images included in this slide show came from the following sources. Kamalayan – www.flickr.com Gloria Bxevanis – www.flickr.com dj webbiz – www.morguefile.com anneberit – www.flickr.com www.cabotcialak4.googlepages http://dukes.stark.k12.oh.us www.learningtoread.ecsd.net www.wfu.edu www.capaa.wa.gov www.queenstownadventure.com

30. Thank you for joining us. Enjoy the rest of your day!