Scaffolding Strategies by Wynona Peterson

Huck, Bahr, Prince

2023-02-02 14:43:31 UTC

2023-02-02 14:44:48 UTC

Take 5 days and have them write a paragraph each day with format and possible sentence starters

2023-02-02 14:44:58 UTC

Baka, Peterson. Knighter, Bonasch

2023-02-02 14:45:23 UTC

1 - Model writing a sentence, ensure students have the ability to write sentences independently

2023-02-02 14:45:39 UTC

2 - Utilize a graphic organizer to help students transition to working on their own

2023-02-02 14:46:25 UTC

3 - Group students together. Place one strong writer in each group to allow for peer modeling.

2023-02-02 14:46:53 UTC

4 - Have groups share writing with each other, peer editing process

spalatin peavey stahle hutchins

2023-02-02 14:47:18 UTC

2023-02-02 14:48:37 UTC

break it up using sentence starter, provide di=fferent way to present their thoughts ie video

Waller, Clausing, Cabreza, Janiszewski

2023-02-02 14:48:57 UTC

Woods, Alvarado, Love, Maziasz

recnk — 2023-02-02 14:49:44 UTC

Provide an outline with a question prompt/example for each required paragraph

2023-02-02 14:50:05 UTC

Allow speech-to-text for a rough draft

2023-02-02 14:50:30 UTC

Model writing of the paragraph- asking questions for specific details

2023-02-02 14:50:59 UTC

Science Fair Scaffolding

recnk — 2023-02-02 14:54:31 UTC

Graphic organizer, providing a topic for each paragraph.

For some students, shorten the assignment to 2-3 paragraphs

Offer a speech to text option to get their thoughts down on paper

Model how to write the introductory paragraph on a project that the students did not complete.

Ms. Tess, Moua, Schuler, Marshall, Phipps, Wooten, Gilmore, Banks, Marion

2023-02-02 14:59:14 UTC

I Do< We DoModel

Graphic organizer, working in pairs

2023-02-02 15:01:05 UTC

Phelps, Kermendy, Rodgers

2023-10-12 18:35:13 UTC

They are conveying that the instruction delivery is not effective for her entire class.
She should incorporate more or different checks for understanding to guide and pace lessons for all students. She can use multiple checks to address all types of learners. She can introduce more scaffolding and differentiation as needed for specific students.
The assessment data and informal checks for understanding will help her to form small flexible groups to work on intervention with.