https://padlet.com/XiaoFeng/36ov3wmma66cb13n en-us 2022-01-07 02:00:06 UTC 2024-10-10 17:23:31 UTC hello@padlet.com XiaoFeng https://padlet.com/XiaoFeng/36ov3wmma66cb13n/wish/1979818562 This activity, as shown in the video below, is a great way for students to get up and moving. Hula Hoops are placed on the ground with numbers in them in sequential order from 1-20 (or any group of numbers that you want your students to review). Then the students are asked to jump in the hoops, like hop scotch, in the correct number order. This scaffolding activity, like the others in the video below can be altered and created based on the students learning level. By creating differentiated groups, you can cater a more individualized learning experience for your students to be successful. 

https://www.youtube.com/watch?v=-iki2hAYK74]]> 2022-01-07 02:00:06 UTC https://padlet.com/XiaoFeng/36ov3wmma66cb13n/wish/1979818562 XiaoFeng https://padlet.com/XiaoFeng/36ov3wmma66cb13n/wish/1979818563 Total Physical Response is a scaffold for ELLs that encourages students to engage multiple modes of learning. This video explains the process in depth and shows real life classroom examples at the end!]]> 2022-01-07 02:00:06 UTC https://padlet.com/XiaoFeng/36ov3wmma66cb13n/wish/1979818563 XiaoFeng https://padlet.com/XiaoFeng/36ov3wmma66cb13n/wish/1979818565 Read-alouds allow students to make connections by seeing how words are pronounced, used, and how context clues are used. It also gives the teacher the opportunity to help students that struggle with story-telling and how pictures help tell the story. 
https://www.collaborativeclassroom.org/blog/scaffolding-techniques-english-language-learners-part-1/

]]> 2022-01-07 02:00:06 UTC https://padlet.com/XiaoFeng/36ov3wmma66cb13n/wish/1979818565 XiaoFeng https://padlet.com/XiaoFeng/36ov3wmma66cb13n/wish/1979818568 "Turn and Talk" is a speaking scaffold in which students will discuss a topic (usually a question posed by the teacher at the start or end of a class) with a partner. This is a great scaffold for speaking because it allows casual, peer learning to occur; in a less formal setting, ELLs can build their confidence speaking in the classroom. ]]> 2022-01-07 02:00:06 UTC https://padlet.com/XiaoFeng/36ov3wmma66cb13n/wish/1979818568 XiaoFeng https://padlet.com/XiaoFeng/36ov3wmma66cb13n/wish/1979818570 Using graphic organizers as a reading scaffold helps ELLs organize the information they pull from the text. Directive labels may help them to know key information to look for as well. 

From "The GO TO Strategies: Scaffolding Options for Teachers of English Language Learners, K-12"]]> 2022-01-07 02:00:06 UTC https://padlet.com/XiaoFeng/36ov3wmma66cb13n/wish/1979818570 XiaoFeng https://padlet.com/XiaoFeng/36ov3wmma66cb13n/wish/1979818571 Jigsaw reading allows students to practice speaking in smaller groups which is easier and more comfortable for EL students. In this exercise, students work in a group and each group member is assigned a different part of the reading. Each member becomes an "expert" at their specific topic working with others in the class that were assigned to their topic if needed. Then the group comes back together and each expert shares about their topic and clarifies any questions.

http://www.readwritethink.org/professional-development/strategy-guides/using-jigsaw-cooperative-learning-30599.html

]]> 2022-01-07 02:00:06 UTC https://padlet.com/XiaoFeng/36ov3wmma66cb13n/wish/1979818571 XiaoFeng https://padlet.com/XiaoFeng/36ov3wmma66cb13n/wish/1979818584 Mind Maps are like brainstorms with pictures. there is a central topic and then branches come off that topic into subsections and then branches come off the subsections to make smaller subsections. This could be given to students when starting a new unit. Some parts of the mind map could be provided to the students like central topic and subsections that are going to have a lot of branches coming off. Then the student fills in the knowledge as we progress through the unit. ]]> 2022-01-07 02:00:06 UTC https://padlet.com/XiaoFeng/36ov3wmma66cb13n/wish/1979818584 XiaoFeng https://padlet.com/XiaoFeng/36ov3wmma66cb13n/wish/1979818585 A Quick Write is a short writing task which takes around 3-10 minutes to complete. It is important for students to practice their writing daily, and Quick Writes can be a lot less intimidating for EL learners. Through this activity, they are able to hone in on a small chunk of their writing opposed to feeling overwhelmed by long essays. "Chunking" a task makes it seem more doable. It is important to find activities that allow for EL students to feel comfortable doing, rather than coming up with unmanageable tasks. Eventually, they will build their way up to the larger writing activities, but it is important not to push them too hard at the early stages of their writing.]]> 2022-01-07 02:00:06 UTC https://padlet.com/XiaoFeng/36ov3wmma66cb13n/wish/1979818585 XiaoFeng https://padlet.com/XiaoFeng/36ov3wmma66cb13n/wish/1979818591
Model writing  is a technique that starts with the teaching writing in front of students. This allows for the students to "think aloud" and understand what effective writers do mentally. This can help students visualize the writing process. We can include different structures and specific vocabulary before they go and write on their own. 


]]> 2022-01-07 02:00:06 UTC https://padlet.com/XiaoFeng/36ov3wmma66cb13n/wish/1979818591 XiaoFeng https://padlet.com/XiaoFeng/36ov3wmma66cb13n/wish/1979818604 The students will be asked to write down a question that they have about the day's lesson. They will crumble up the piece of paper and through it around the room. Each child will get a different question, and they will have to answer it out loud to the class. 

]]> 2022-01-07 02:00:06 UTC https://padlet.com/XiaoFeng/36ov3wmma66cb13n/wish/1979818604 XiaoFeng https://padlet.com/XiaoFeng/36ov3wmma66cb13n/wish/1979818605 Offer students a "3,2,1" Meaning: 3 things I learned, 2 questions I still have, and one thing I really enjoyed.
It allows them to remember part of what they learned, it allows us to see what questions they have, and for them to get the chance to ask questions, and it also allows us to hear what they enjoyed so that we can continue to help them learn in the ways they enjoy learning. ]]> 2022-01-07 02:00:06 UTC https://padlet.com/XiaoFeng/36ov3wmma66cb13n/wish/1979818605 XiaoFeng https://padlet.com/XiaoFeng/36ov3wmma66cb13n/wish/1979818606 This formative assessment requires students to display their work or projects around the room so that their peers can view what they did, and then the teachers ask the students to write one thing they liked about their peers work and one constructive criticism. This allows the students to be vulnerable which can create a better class community and hearing their peers feedback and ideas can be very beneficial to students. ]]> 2022-01-07 02:00:06 UTC https://padlet.com/XiaoFeng/36ov3wmma66cb13n/wish/1979818606 XiaoFeng https://padlet.com/XiaoFeng/36ov3wmma66cb13n/wish/1979818607 The teacher would give each student a piece of paper with a question about the lesson on it. Then, each student would write their answer on the paper and crumple it up. Then the students will engage in a "snowball fight" and toss these papers across the classroom. At the end, the student will choose a "snowball" and uncrumple it and read the question and answer aloud. The class can discuss the answer and the teacher can see how effective the lesson was.]]> 2022-01-07 02:00:06 UTC https://padlet.com/XiaoFeng/36ov3wmma66cb13n/wish/1979818607 XiaoFeng https://padlet.com/XiaoFeng/36ov3wmma66cb13n/wish/1979818608 Students each have three cards of the colors red, yellow, & green. At the end of a lesson, the teacher will ask them to hold up a card depicting how they feel about their level of understanding. (Red=very confused, Yellow=somewhat confused but somewhat understands, Green=fully understands) The teacher will then use this to note how well the students are picking up on the material.]]> 2022-01-07 02:00:06 UTC https://padlet.com/XiaoFeng/36ov3wmma66cb13n/wish/1979818608 XiaoFeng https://padlet.com/XiaoFeng/36ov3wmma66cb13n/wish/1979818610
Learning logs are a great tool to use as a formative assessment for ELLs. Students can document their learning process throughout a lesson and then write a reflection once the lesson is completed. This gives them not only practice with writing in English, but also mastering the concepts they are learning by representing them creatively visually through sketches and developing metacognition as they write and think about the learning they are doing as they are doing it. Its a great assessment at the end of a lesson to see what the students took from it as well as at the end of the year for teachers, parents, and students to look back on what the student learned as well as how their writing and thought processes have developed throughout the year!]]> 2022-01-07 02:00:06 UTC https://padlet.com/XiaoFeng/36ov3wmma66cb13n/wish/1979818610 XiaoFeng https://padlet.com/XiaoFeng/36ov3wmma66cb13n/wish/1979828107 This activity can be used when introducing a new "sound" into the classroom. For example, if you are practicing the /ae/ sound (like in “cat,” “hat,” etc…, you could read the following script. “Yesterday, my cat ate a plastic toy and swallowed it fast.” Whenever students hear this sound for the first time (cat), they should stand. When they hear it again (plastic), sit down. This is beneficial for ELL because something as simple as developing recognition of a sound may be harder for them as they are not native speakers, so spending time on really listening for these sounds will help in all domains. This also encourages movement in the classroom which I believe to always be better than requiring children to sit in a desk all day.]]> 2022-01-07 02:07:53 UTC https://padlet.com/XiaoFeng/36ov3wmma66cb13n/wish/1979828107 sns88397 https://padlet.com/XiaoFeng/36ov3wmma66cb13n/wish/2115990963 As educators we need to be sure that we are using practices that emphasize both confidence and competence. This article highlights this idea and gives us different ways we can do this. We should be sure to give all of our learners, especially ELLs, a chance to write about their own experiences so that they feel connected to their work. This is something mentioned in the article that I really appreciate. A simple way the article suggests that we scaffold is by providing mentor texts. This means providing students with an example that students can refer to. When introducing this model we should read through the text and highlight to our student the important writing features. The article also suggests providing our students with prefilled graphic organizers. This is a great way to lead students into their writing and it also provides students with sentence examples and frequency words they can use in their own writing. I also loved how this article allowed you to download different templates for the different scaffolding techniques they shared! These are just a few of the strategies the article discusses. ]]> 2022-03-27 23:18:10 UTC https://padlet.com/XiaoFeng/36ov3wmma66cb13n/wish/2115990963 nelehmcgivern https://padlet.com/XiaoFeng/36ov3wmma66cb13n/wish/2117780157 As teachers, we want to do everything in our power to help ELL students learn more efficiently. A big part of this is to support them in becoming more effective listeners. this article provides twenty three different scaffolding strategies to help ESLs listen better. I enjoyed this article because it breaks down listening into pre-listening, during-listening, and post-listening and provides thought-provoking strategies for all three. one of my favorites from this article is number 8 which is in during the stage. This is the idea of co-constructing a framework for note-taking with your student, I feel this is a great strategy and also allows your student to express what works for them.]]> 2022-03-28 18:23:00 UTC https://padlet.com/XiaoFeng/36ov3wmma66cb13n/wish/2117780157 racheldorfman https://padlet.com/XiaoFeng/36ov3wmma66cb13n/wish/2123689686 Pre-teaching vocabulary which is also known as front-loading vocabulary is a scaffolding strategy when you introduce and make students familiar with the vocabulary of a challenging text before they read it. I think this is something that teachers should do so they do not leave their student confused about the meaning of a difficult text. Preparing students with vocabulary for the reading makes students more interested. Part of this strategy includes providing vocabulary to students in an engaging way. Teachers can do this by introducing vocabulary through pictures or contexts that relate to students' lives. Analogies or metaphors can also be used to help students make a symbol or drawing for a word. You should not make students looks up words in a dictionary and write out definitions because it does not help them make meaning of the words. ]]> 2022-03-31 14:15:42 UTC https://padlet.com/XiaoFeng/36ov3wmma66cb13n/wish/2123689686 https://padlet.com/XiaoFeng/36ov3wmma66cb13n/wish/2123693945 To scaffold students into reading, it is important to teach the students vocabulary before hand. This type of strategy is the most recommended for reading. When selecting vocabulary to scaffold, it is key to have “thoughtful selection of words that are useful, have relevance to and relationships with other words, and bring more meaning to texts, gives students of all instructional needs more opportunities to access texts and understand their meaning.” (James, 2021) I loved reading this article because it helped give me insight on the most recommended scaffolding strategies! As teachers, we need to make sure that we are using the most beneficial scaffolding strategies for our ELL students. I believe that teaching the vocabulary before reading a text is a good way to scaffold based on my previous experiences. When I was a student, my teachers would give us vocabulary boxes a few days prior to learn before reading. I felt that I learned and understood the reading more clearly knowing the vocabulary. ]]> 2022-03-31 14:17:31 UTC https://padlet.com/XiaoFeng/36ov3wmma66cb13n/wish/2123693945 https://padlet.com/XiaoFeng/36ov3wmma66cb13n/wish/2123840351 One of the most nerve-racking skills for ELLs to develop is speaking (especially publicly). ELLs are often nervous to speak in fear they will be judged or laughed at if they say something that is incorrect. To help scaffold students into speaking while also allowing them to build their reading skills, book talks are super helpful. Book talks allow students to have a framework for what they will share with the class. Book talks just have the student share a book that they read independetly with the class and why they did or did not like it. 
There is a worksheet on this article that prompts students with questions for the book talk. This strategy is typically used to encourage independent reading as well as being a source of scaffolding for speaking. 
Additonally, this can be extremely helpful to increase literacy, too. Students are able to receive book recommendations that their peers have discussed; thus, inspiring them to read more. 
If students are not ready to share with the whole class, they can participate in book interviews which are also listed on this website. Book interviews are similar to book talks because a student is sharing what book they have already read. One student will ahve a list of questions to ask the reader and the reader will share the information abou the book. 
I think this is a great strategy to help increase literacy and give students a voice in the class. 

]]> 2022-03-31 15:28:48 UTC https://padlet.com/XiaoFeng/36ov3wmma66cb13n/wish/2123840351 https://padlet.com/XiaoFeng/36ov3wmma66cb13n/wish/2123977660 As educators, it is important for us to have a variety of scaffold methods that will be able to help our ELL students. One formative assessment strategy that I really liked from this article were the self-checklists or the peer-checklists. This idea is a lot like the rubric strategy that we saw in our module readings. I think these strategies would be very beneficial because students can see what is being expected of them and looked for. ]]> 2022-03-31 16:42:03 UTC https://padlet.com/XiaoFeng/36ov3wmma66cb13n/wish/2123977660 kaitlynhoxie https://padlet.com/XiaoFeng/36ov3wmma66cb13n/wish/2125533204 This website provides eight different strategies for scaffolding writing. Each of these strategies would be beneficial for ELL learners when learning how to write in English. The first strategy is using sentence frames which is giving a student a sentence with missing blanks in the middle that they have to fill in. The second strategy is sentence stems in which students are given the base of a sentence while having to fill in the rest. The third strategy is mentor texts which gives students an example of high quality writing. The fourth strategy is interactive word walls which are graphic organizers filled with vocabulary words. The fifth strategy is model writing which allows students to think out loud. The sixth strategy is quick writes which is just assigning a short, precise writing task. The seventh strategy is language experience approach in which the students and the teacher write together. Finally, the eighth strategy is mentor sentences in which students have to try and match the sentence given to them. Overall, this website provides many useful scaffolding strategies for writing that we can all use in our future classrooms. ]]> 2022-04-01 14:27:21 UTC https://padlet.com/XiaoFeng/36ov3wmma66cb13n/wish/2125533204 https://padlet.com/XiaoFeng/36ov3wmma66cb13n/wish/2125937484 Because listening can be one of the most challenging domains for English language learners, it is important for us, as educators, to think of scaffolding strategies that we can use in our classrooms to help students in this area. The article I linked discussed a few ways we can successfully do this such as, choosing an appropriate recording for students to watch and listen to. We should provide transcripts for them to closely read along while they are listening to help them distinguish between words and identify correct pronunciation. If the recording we choose is a little too challenging for some students, we can ask them to focus on specific things instead like names or locations that are mentioned. When choosing a task for ELL students to complete, we must be realistic and set developmentally appropriate expectations/standards. The article also explains that it is important for us to give students context about what they are listening to and why they are listening to it before we give them a task. The last main point the article makes is to not simply give away the answers (to the tasks) to students; and instead, give resources and tools to help support their work and thought processes. For example, playing a recording at least 3 times for ELL students is a good idea so they can focus on one thing at a time, rather than becoming overwhelmed by everything being asked of them.]]> 2022-04-01 19:12:28 UTC https://padlet.com/XiaoFeng/36ov3wmma66cb13n/wish/2125937484 meb00794 https://padlet.com/XiaoFeng/36ov3wmma66cb13n/wish/2126108938 This website provides 6 programs for students to practice speaking. It provides students with programs that are new and designed for their own learning. It also provides them the comfort of learning to speak without requiring classroom embarrassment. ]]> 2022-04-01 23:29:32 UTC https://padlet.com/XiaoFeng/36ov3wmma66cb13n/wish/2126108938 kel59274 https://padlet.com/XiaoFeng/36ov3wmma66cb13n/wish/2129027492 As future educators, it is key that we use scaffolding techniques in our classroom to promote success. Although this assistance is temporary, students can benefit from this structured guidance. The article that I selected focuses on the writing domain which can be difficult for many ELLS and SIFE students. It is crucial for general education teachers to aid students especially outside of ESOL classroom. Each section in this article emphasized a tip and then an activity students can engage with to practice it. One of the first tips was to “Tap into Prior Knowledge”. This is something that has been emphasized throughout our class readings and discussions. Using K-W-L charts and other organizational tools can help students make connections between their prior knowledge and what they strive to learn. Another tip was to “Give Students a framework”, which is something that roving paragraphs and sentence stems provide. Something that I remember using that the article mentioned was the C-E-R framework. Students write a claim, support it with evidence, and then justify it by explaining their reasoning. This tip helps set up students writing, but is general enough where it can be individualized and personalized. Overall the 6 scaffolding tips discussed in this article were very insightful and reemphasized information we have been looking at this semester.

]]> 2022-04-04 16:34:49 UTC https://padlet.com/XiaoFeng/36ov3wmma66cb13n/wish/2129027492 lauren_christian02 https://padlet.com/XiaoFeng/36ov3wmma66cb13n/wish/2129204852 Create structured opportunities to read!
By scheduling these opportunities into the daily agenda, students will work on their reading proficiency. One way to scaffold this is by integrating short passages into the lesson rather than continuously reading a whole passage and then teaching. The teacher will be able to stop after reading and asks students questions to further their understanding. The teacher can design a chart that will help students allocate new vocabulary and their definitions from this short reading time period. Overall, the document I found is a way to scaffold instruction through New York’s Common Core standards. I chose this because New York is one of the three states with different ESOL standards. The document attached has various ways to scaffold reading instruction, and I hope we can look at it as a class. It is lengthy, so some of it was hard to conceptualize.]]> 2022-04-04 18:05:37 UTC https://padlet.com/XiaoFeng/36ov3wmma66cb13n/wish/2129204852 ktoler2 https://padlet.com/XiaoFeng/36ov3wmma66cb13n/wish/2129602651 Dr. Moro discusses what scaffolding is and then provides six scaffolding strategies with activities for ELL's. These strategies help with speaking, as well as writing. He discusses the strategies: modeling, bridging, contextualizing, scheme building, text representation, and developing metacognition. ]]> 2022-04-04 23:28:45 UTC https://padlet.com/XiaoFeng/36ov3wmma66cb13n/wish/2129602651 rlm90447 https://padlet.com/XiaoFeng/36ov3wmma66cb13n/wish/2130058679 One example of a scaffolding strategy that can be applied in the classroom is introducing new vocabulary words to the students. Some of the benefits of applying new vocabulary words in the class is that the students will understand what is being said by the teacher, and how they can use these new words for their in-class discussions. As a future educator, I would like to teach my students about big words and how to properly use them when speaking to others. In this website, I also learned about the "Fish Bowl" activity, and this activity is a great scaffolding strategy when used in the classroom. After reading the Formative Assessments document for ELLS students, I really like how page four provides many examples of what teachers can have their students participate in. Examples include ticket out the door, and red light, green light.

Scaffolding - Teaching Reading Comprehension Strategies (weebly.com) ]]> 2022-04-05 05:57:15 UTC https://padlet.com/XiaoFeng/36ov3wmma66cb13n/wish/2130058679 beetlemc333 https://padlet.com/XiaoFeng/36ov3wmma66cb13n/wish/2131226107 As future teachers, it is essential that we implement scaffolding strategies into our daily curriculum and lesson plans in order to ensure success and growth. This type of structured support is key for students, as through this support, they can develop into stronger, more confident learners. I selected an article that highlights the think aloud scaffolding strategy. Think alouds strengthen and deepen student reading comprehension and their knowledge of how to read for understanding. When using this strategy, the teacher may read a text aloud, or students may read individually, drawing on important details and thoughts students should consider while reading the text. Some questions a teacher may ask students to think about while reading include: "What do I already know about this topic?"; "What might I learn?"; "Can I visualize the words I am reading?"; "Do I understand what I am reading?"; and "What are the main ideas/most important ideas of this text?" By asking themselves these questions as they read, students' reading comprehension and understanding will strengthen, showing them the importance of reading a text deeply for understanding. This strategy also makes teachers aware of where students are at in their level of reading comprehension. Additionally this strategy is flexible, as it can be performed as a whole group, in small groups, or individually. Overall, I think this would be a beneficial strategy to implement in my own classroom one day and I hope we discuss this idea further in class! ]]> 2022-04-05 18:13:18 UTC https://padlet.com/XiaoFeng/36ov3wmma66cb13n/wish/2131226107 imk12620 https://padlet.com/XiaoFeng/36ov3wmma66cb13n/wish/2131237776 Listening can be really difficult for language learners, especially when they have no structure to follow along with audio recordings. Scaffolding listening with reading may be very beneficial for students who are struggling with interpreting the language just by listening. This website I attached provides several ideas for written accompaniments to listening. For example, students may listen to an audio recording, look a selection of written phrases from the audio recording, and then put the phrases in order or fill in the blanks to make it match the audio. This may help students gain a better understanding of what the person in the audio is saying. 
The website also provides pre-listening scaffolding practice for students. They can match words in their native language and English, which will be useful for making sure they know these words/phrases before they listen to the audio. ]]> 2022-04-05 18:19:54 UTC https://padlet.com/XiaoFeng/36ov3wmma66cb13n/wish/2131237776 kristystrange25 https://padlet.com/XiaoFeng/36ov3wmma66cb13n/wish/2131271635 The Collaborative Classroom website shares scaffolding strategies and ideas when interacting with English Language Learners. These strategies aim to provide a supportive learning environment, allow the students to take an active role in the classroom, and provide opportunities to take ownership of their learning. While working with English Language Learners it is important to remember to establish patience that will make their learning process comfortable. A verbal scaffold idea is to model the "think-a-loud", which encourages the students to say what they are thinking, another idea is slowing down the speech with enunciations and to simplify questions. An additional strategy is to engage in read-aloud where the teacher and students can all participate.]]> 2022-04-05 18:39:14 UTC https://padlet.com/XiaoFeng/36ov3wmma66cb13n/wish/2131271635 https://padlet.com/XiaoFeng/36ov3wmma66cb13n/wish/2131570486 For me, listening is the easiest aspect of learning language, so it is a good way to increase confidence! By providing a transcript especially helps students learn reading and speaking at the same time. This can also reinforce pronunciation practice. When students aren't confident enough to speak because they worry about accent or pronunciation, this would be a great way to help them! This is actually how I learned Spanish in the beginning, and I feel like it still helps me to this day.]]> 2022-04-05 23:02:56 UTC https://padlet.com/XiaoFeng/36ov3wmma66cb13n/wish/2131570486 natalietyndall https://padlet.com/XiaoFeng/36ov3wmma66cb13n/wish/2131659089 This PDF contains 6 different scaffolding strategies in order to foster language learning in a cultural context. The one I liked the most is called schema building in which they foster language in a cultural context. ]]> 2022-04-06 00:26:49 UTC https://padlet.com/XiaoFeng/36ov3wmma66cb13n/wish/2131659089 natalietyndall https://padlet.com/XiaoFeng/36ov3wmma66cb13n/wish/2131680418 This website provides information on how to scaffold for reading through chunking. This can happen by the teacher and students reading something together by chunking it by paragraph and then checking for comprehension. This could be extremely useful in the classroom to slowly taking it section by section. ]]> 2022-04-06 00:41:42 UTC https://padlet.com/XiaoFeng/36ov3wmma66cb13n/wish/2131680418 https://padlet.com/XiaoFeng/36ov3wmma66cb13n/wish/2131721661 As a future educator I know that being able to read plays a vital role in the educational development of a person. I also know that each as reading is essential, there are different ways in which my students will learn. In the video above, they talk about the importance and role of scaffolding and the many different ways I can incorporate this into my classroom. I can scaffold reading development in ways such as graphic organizers, a break down of the reading, small groups, and even providing my students with background information for guidance. ]]> 2022-04-06 01:12:36 UTC https://padlet.com/XiaoFeng/36ov3wmma66cb13n/wish/2131721661 lisielew https://padlet.com/XiaoFeng/36ov3wmma66cb13n/wish/2131922251 This website talks about 5 scaffolding strategies that can be used to help ELL students. The first is "show and tell" in which you show or model to your students what you want them to do before they do it. For instance, this can include "think aloud" where the teacher would read a passage out loud before asking a student to and stop at different points to model their thoughts as they think aloud. The second strategy is "activate prior knowledge" as for students to properly learn new concepts it is important to build upon prior knowledge. Some example strategies in this section would be K-W-L charts, anticipation guides, brainstorming webs, think-pair-share, and quick writes. The third strategy is "promote classroom interaction" as it is important to encourage peer discussion in the classroom as this helps with learning. Some ways of doing this could be "turn and talk", numbered/colored heads, and concentric circles. The fourth strategy is "pre-teach vocabulary" as it is especially helpful to go over any relevant and important vocabulary before reading a text. Finally, the fifth strategy is to use visual aids because students often learn better if they can see what they're learning and especially for English Language Learners as this helps give context to what they are learning. Some examples of visual aids would include pictures and drawings, charts and diagrams, graphic organizers, manipulatives, and video clips.]]> 2022-04-06 03:48:44 UTC https://padlet.com/XiaoFeng/36ov3wmma66cb13n/wish/2131922251 meagconnolly https://padlet.com/XiaoFeng/36ov3wmma66cb13n/wish/2134865389
It allows students to show progress over a certain amount of time. ]]> 2022-04-07 15:51:17 UTC https://padlet.com/XiaoFeng/36ov3wmma66cb13n/wish/2134865389 kelseyschulman https://padlet.com/XiaoFeng/36ov3wmma66cb13n/wish/2143055605 As future educators, i feel it is crucial to find unchallenging and manageable ways to incorporate scaffolding into our classrooms. The article above dives into finding ways support students in the best way, and promote the most success and structure for them as they continue to learn and develop. The article starts by highlighting breaking up learning, and differentiating scaffolding a lesson compared to simply instructing a lesson. The article then breaks down how lessons can be modified and individualized to help students learn efficiently and achieve the highest success. It then lists out six scaffolding strategies and ideas that helps students develop and give a bases for their own framework and development. The first scaffolding idea listed is SHOW AND TELL. Modeling for students is a easy and careful way to demonstrate scaffolding. Every chance educators have, they should do their best to show and demonstrate everything they expect students to do. The second method is TAPPING INTO PRIOR KNOWLEDGE. Having your students connect and relate concepts to their own knowledge and experiences helps them make sense of foreign topics and information. The third strategy is GIVE TIME TO TALK. By letting students have time to think and develop their own thoughts and feelings helps them make sense and process new ideas and information. The fourth was PRE-TEACH VOCABULARY. By introducing words to students in context with things they know and are interested in, helps student tackle those challenging tasks involving words, and do not feel as overwhelming to the students. Fifth the listed the use of visual aides. Using visual aides helps students of all backrounds visually represent their own ideas, organize information, and grasp concepts better. Lastly the listed PAUSE, ASK QUESTIONS, PAUSE, REVIEW. Again, with students coming from all different types of with diverse backrounds, we as educators need to continue to check understanding of our students with our intended learning while also letting them continue to digest and learn by using these scaffolding strategies. ]]> 2022-04-13 22:27:22 UTC https://padlet.com/XiaoFeng/36ov3wmma66cb13n/wish/2143055605 hms50785 https://padlet.com/XiaoFeng/36ov3wmma66cb13n/wish/2155873800 "I do, we do, you do" is an excellent tool to help students gain confidence in a skill. The teacher demonstrates the assignment/ activity first, then the students and teacher work on one together before finally the students solve one without the teacher's help. this strategy can be applied in just about any subject which makes it a very helpful tool to have and offers a way to help students become more independent without feeling as stressed as if they were just given an assignment. ]]> 2022-04-25 04:05:40 UTC https://padlet.com/XiaoFeng/36ov3wmma66cb13n/wish/2155873800