https://padlet.com/xf19514/hvc1t2nc8hlkb1hb en-us 2021-10-28 00:48:49 UTC 2024-10-14 18:21:05 UTC hello@padlet.com xf19514 https://padlet.com/xf19514/hvc1t2nc8hlkb1hb/wish/1849792046 Using visual aids, such as Key Word Charts, images on slides, picture-books, or time-lines, ELLs will be able to draw connections between what they see and what they hear. The use of visual aids is a great scaffolding technique for listening because it supplements any missing vocabulary or listening gaps a student might have. ]]> 2021-10-28 00:48:49 UTC https://padlet.com/xf19514/hvc1t2nc8hlkb1hb/wish/1849792046 xf19514 https://padlet.com/xf19514/hvc1t2nc8hlkb1hb/wish/1849792047 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.]]> 2021-10-28 00:48:49 UTC https://padlet.com/xf19514/hvc1t2nc8hlkb1hb/wish/1849792047 xf19514 https://padlet.com/xf19514/hvc1t2nc8hlkb1hb/wish/1849792048 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!]]> 2021-10-28 00:48:49 UTC https://padlet.com/xf19514/hvc1t2nc8hlkb1hb/wish/1849792048 xf19514 https://padlet.com/xf19514/hvc1t2nc8hlkb1hb/wish/1849792050 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]]> 2021-10-28 00:48:49 UTC https://padlet.com/xf19514/hvc1t2nc8hlkb1hb/wish/1849792050 xf19514 https://padlet.com/xf19514/hvc1t2nc8hlkb1hb/wish/1849792053 "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. ]]> 2021-10-28 00:48:49 UTC https://padlet.com/xf19514/hvc1t2nc8hlkb1hb/wish/1849792053 xf19514 https://padlet.com/xf19514/hvc1t2nc8hlkb1hb/wish/1849792057 With film circles, the class is given different scaffolds like word banks, graphic organizers, guiding questions, etc. The class watches a film together and then put in small groups to discuss the film together. These groupings can be mixed or by ability level and it is a low-stress environment. By exploring and discussing the film, students are critically thinking and strengthening their language acquisition by sharing with one another. ]]> 2021-10-28 00:48:49 UTC https://padlet.com/xf19514/hvc1t2nc8hlkb1hb/wish/1849792057 xf19514 https://padlet.com/xf19514/hvc1t2nc8hlkb1hb/wish/1849792058 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/

]]> 2021-10-28 00:48:49 UTC https://padlet.com/xf19514/hvc1t2nc8hlkb1hb/wish/1849792058 xf19514 https://padlet.com/xf19514/hvc1t2nc8hlkb1hb/wish/1849792059 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"]]> 2021-10-28 00:48:49 UTC https://padlet.com/xf19514/hvc1t2nc8hlkb1hb/wish/1849792059 xf19514 https://padlet.com/xf19514/hvc1t2nc8hlkb1hb/wish/1849792066 Sentence starters/frames are a great way to scaffold ELLs for writing because they provide structure for students who may not know how to best articulate their thoughts onto paper. Frames help students convey a message in a clear way, until they feel comfortable enough to structure writing on their own. ]]> 2021-10-28 00:48:49 UTC https://padlet.com/xf19514/hvc1t2nc8hlkb1hb/wish/1849792066 xf19514 https://padlet.com/xf19514/hvc1t2nc8hlkb1hb/wish/1849792068
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. 


]]> 2021-10-28 00:48:49 UTC https://padlet.com/xf19514/hvc1t2nc8hlkb1hb/wish/1849792068 xf19514 https://padlet.com/xf19514/hvc1t2nc8hlkb1hb/wish/1849792070 Word walls are large graphic organizers that can be filled with words from the students vocabulary, readings, etc. They can also use objects on word walls. It is a fun way for the teacher and student to collaborate and make something together to help the students. It is good for the students to be able to see the words and language of what they are learning and can use it in their writings. 

https://seidlitzblog.org/2019/04/10/8-ways-to-scaffold-writing-for-english-learners/

]]> 2021-10-28 00:48:49 UTC https://padlet.com/xf19514/hvc1t2nc8hlkb1hb/wish/1849792070 xf19514 https://padlet.com/xf19514/hvc1t2nc8hlkb1hb/wish/1849792072 Silly Starters is a writing scaffolding strategy that helps randomly prompt students different starters for writings. It helps students get the ball rolling on writing and expanding topics they may have never written about. It allows students to pursue a creative topic and go in any direction they want.]]> 2021-10-28 00:48:49 UTC https://padlet.com/xf19514/hvc1t2nc8hlkb1hb/wish/1849792072 xf19514 https://padlet.com/xf19514/hvc1t2nc8hlkb1hb/wish/1849792073 For this specific activity, Fish Bowl, there is a small group in a circle in the middle, this is the fish bowl. Then, there is a larger circle around them. This is the audience. The people in the fishbowl do the activity. This uses students who understand to demonstrate the activity to the audience on the outer circle. For ELL's they could start on the outer circle, so they have a chance to see how the activity is done before doing it themselves.

http://www.edchange.org/multicultural/activities/fishbowl.html]]> 2021-10-28 00:48:49 UTC https://padlet.com/xf19514/hvc1t2nc8hlkb1hb/wish/1849792073 xf19514 https://padlet.com/xf19514/hvc1t2nc8hlkb1hb/wish/1849792074 This is a writing scaffolding activity in which the students will each have a piece of paper that has categories and a line next to each and students will walk around and find other students that fill each slot. Potential categories can include things like "find someone who likes Taylor Swift" or " find someone who likes Chick-fil-A."

https://www.edutopia.org/discussion/3-activities-try-your-english-language-learners]]> 2021-10-28 00:48:49 UTC https://padlet.com/xf19514/hvc1t2nc8hlkb1hb/wish/1849792074 xf19514 https://padlet.com/xf19514/hvc1t2nc8hlkb1hb/wish/1849792075 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.]]> 2021-10-28 00:48:49 UTC https://padlet.com/xf19514/hvc1t2nc8hlkb1hb/wish/1849792075 xf19514 https://padlet.com/xf19514/hvc1t2nc8hlkb1hb/wish/1849792076 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. ]]> 2021-10-28 00:48:49 UTC https://padlet.com/xf19514/hvc1t2nc8hlkb1hb/wish/1849792076 xf19514 https://padlet.com/xf19514/hvc1t2nc8hlkb1hb/wish/1849792078 This school closely monitors their regular assessments to guide the formative assessments they conduct throughout the lessons their teachers give. ]]> 2021-10-28 00:48:49 UTC https://padlet.com/xf19514/hvc1t2nc8hlkb1hb/wish/1849792078 xf19514 https://padlet.com/xf19514/hvc1t2nc8hlkb1hb/wish/1849792079
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!]]> 2021-10-28 00:48:49 UTC https://padlet.com/xf19514/hvc1t2nc8hlkb1hb/wish/1849792079 xf19514 https://padlet.com/xf19514/hvc1t2nc8hlkb1hb/wish/1849792080 This is a quick way to assess the students while the information is fresh in their mind. It forces students to come up with something they learned that day in class. This will also encourage students to pay attention during class if they know that they are going to complete this at the end of class.]]> 2021-10-28 00:48:49 UTC https://padlet.com/xf19514/hvc1t2nc8hlkb1hb/wish/1849792080 xf19514 https://padlet.com/xf19514/hvc1t2nc8hlkb1hb/wish/1849792081 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.]]> 2021-10-28 00:48:49 UTC https://padlet.com/xf19514/hvc1t2nc8hlkb1hb/wish/1849792081 xf19514 https://padlet.com/xf19514/hvc1t2nc8hlkb1hb/wish/1849792083 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.]]> 2021-10-28 00:48:49 UTC https://padlet.com/xf19514/hvc1t2nc8hlkb1hb/wish/1849792083 xf19514 https://padlet.com/xf19514/hvc1t2nc8hlkb1hb/wish/1849792084 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. ]]> 2021-10-28 00:48:49 UTC https://padlet.com/xf19514/hvc1t2nc8hlkb1hb/wish/1849792084 xf19514 https://padlet.com/xf19514/hvc1t2nc8hlkb1hb/wish/1849792086 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. ]]> 2021-10-28 00:48:49 UTC https://padlet.com/xf19514/hvc1t2nc8hlkb1hb/wish/1849792086 xf19514 https://padlet.com/xf19514/hvc1t2nc8hlkb1hb/wish/1849792090 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. 

]]> 2021-10-28 00:48:49 UTC https://padlet.com/xf19514/hvc1t2nc8hlkb1hb/wish/1849792090 xf19514 https://padlet.com/xf19514/hvc1t2nc8hlkb1hb/wish/1849816064 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

]]> 2021-10-28 00:58:38 UTC https://padlet.com/xf19514/hvc1t2nc8hlkb1hb/wish/1849816064 gwenv123 https://padlet.com/xf19514/hvc1t2nc8hlkb1hb/wish/1854831995 A writing scaffolding strategy would be doing a ticket out the door. This would allow students to write down what they learned before they left this classroom. This would make sure that the student understood what was going on in class that day. This would also help students to improve on their writing abilities. This would be a good way of making students learn how to process their thoughts into words to advance their writing skills and words they have in their vocabulary. This scaffolding strategy would help students in many subjects but focusing on writing it would allow them to be able to develop thoughts into writing and expand their vocabulary use. ]]> 2021-10-29 22:10:36 UTC https://padlet.com/xf19514/hvc1t2nc8hlkb1hb/wish/1854831995 llw12 https://padlet.com/xf19514/hvc1t2nc8hlkb1hb/wish/1856995808 Before reading a story, a book, or parts of a a book with students, the teacher would introduce the text's different vocabulary words to the students. By introducing these vocabulary words to the students before they read it, the students will have a better or a more complete understanding of the definitions of unfamiliar words. Also, the students would be able to interpret the meaning of sentences that include these new words, and they would better understand the text while they are reading it. Not only would students improve at reading English, but they would also improve at comprehending new stories.

This strategy is "Pre-Teach Vocabulary," found here: 6 Scaffolding Strategies to Use With Your Students | Edutopia .]]> 2021-10-31 17:41:39 UTC https://padlet.com/xf19514/hvc1t2nc8hlkb1hb/wish/1856995808 anm12812 https://padlet.com/xf19514/hvc1t2nc8hlkb1hb/wish/1858719570 One scaffolding strategy is asking students to share their own experiences, predictions, and ideas about the content in class. This allows them to relate the content to their own lives and use their prior knowledge to make sense of what is being taught. I think this would be a good scaffolding strategy because it engages students with the material and also encourages collaboration and sharing in the classroom which makes it a more fun and safe place for students. When sharing stories about their lives, they are sharing things about themselves which will help them feel more comfortable in the classroom if they feel heard and understood, which helps make them want to participate. 

I found this strategy from https://www.edutopia.org/blog/scaffolding-lessons-six-strategies-rebecca-alber]]> 2021-11-01 13:21:10 UTC https://padlet.com/xf19514/hvc1t2nc8hlkb1hb/wish/1858719570 mmm06622 https://padlet.com/xf19514/hvc1t2nc8hlkb1hb/wish/1858750704 This strategy is used after reading a book or story. It is used to help a student think about what they just heard and write about it. This strategy is used to see if the listener was able to comprehend what was read to them and then if they were able to write about it. On the checkmark card you can put questions that are directly about something that took place in the story or a complete the sentence. For example, on the checkmark card you might put: I just read...... or I just heard you read....This is a great strategy to see if the student understood what they read but can also write about. ]]> 2021-11-01 13:31:55 UTC https://padlet.com/xf19514/hvc1t2nc8hlkb1hb/wish/1858750704 hal83247 https://padlet.com/xf19514/hvc1t2nc8hlkb1hb/wish/1858791244 This scaffolding strategy is used to help students develop writing skills and help them develop some ideas for their writing. This will also help students learn the format and the process of writing. To implement this strategy you will have a handout with each stage of writing on it. You will explain what each stage is and what is expected in each stage. This will help them write each part of the paper and then put it all together. You can do two processes; the first is to do an introduction, body paragraph one, body paragraph two, and conclusion. Then have them do the process pictured above which is rewriting, drafting, responding, revising, editing, publishing. This is a good way for the students to see the process and give them a structured way to form their writing. ]]> 2021-11-01 13:45:13 UTC https://padlet.com/xf19514/hvc1t2nc8hlkb1hb/wish/1858791244 claireharrper https://padlet.com/xf19514/hvc1t2nc8hlkb1hb/wish/1858949594 By using the scaffolding strategy of constructing a read aloud with the class, students are likely to be more engaged and are able to follow the content of the reading. A read aloud will allow the students to develop social relationships with their classmates and improve their reading and speaking skills.]]> 2021-11-01 14:36:56 UTC https://padlet.com/xf19514/hvc1t2nc8hlkb1hb/wish/1858949594 hec66284 https://padlet.com/xf19514/hvc1t2nc8hlkb1hb/wish/1862847600 This scaffolding strategy will help students refine their listening skills in providing additional support and ensuring they have retained all the given information. In giving a physical copy of the information the students are listening to (powerpoint, presentation, speech, etc.), you are giving them the resources to feel confident in their listening skills. Especially with ELLs, this could be a great tool for them to follow along in one language and be able to make connections to what they're hearing on paper. The website below also provides many other good listening-related scaffolding strategies, which are broken down into groups of before/during/after listening to further provide assistance to all students]]> 2021-11-02 21:18:20 UTC https://padlet.com/xf19514/hvc1t2nc8hlkb1hb/wish/1862847600 destinygoldsmith https://padlet.com/xf19514/hvc1t2nc8hlkb1hb/wish/1863568312  A great writing strategy that teachers could use for ELLs is the Language Experience Approach. In this strategy, students and the teacher write together after a shared experience. It is a great scaffolding strategy to use because it builds community, models writing, and increases student participation and engagement. Throughout the activity students listen, speak, read, and write. First, the teacher would share an experience with the class (like a field trip, science experiment, movie, book, etc). Then, students would talk to their peers about the said experience that they’ve gone through and come up with sentences to share with the teacher. Once everyone is finished, the teacher would lead the class in creating a text about the experience on chart paper or the white board. As students share their sentences with the teacher, s/he would write them down and with each sentence the class would have to repeat what is written. When the shared writing is complete, the class would reread the whole piece together. Finally, the teacher would lead the class in discussing organization, revision, and editing. 

Link: https://seidlitzblog.org/2019/04/10/8-ways-to-scaffold-writing-for-english-learners/#:~:text=8%20Ways%20to%20Scaffold%20Writing%20for%20English%20Learners,Language%20Experience%20Approach.%20...%208%20Mentor%20Sentences.%20

]]> 2021-11-03 04:01:22 UTC https://padlet.com/xf19514/hvc1t2nc8hlkb1hb/wish/1863568312 amb06588 https://padlet.com/xf19514/hvc1t2nc8hlkb1hb/wish/1864685989 Shared reading can allow students to become more confident in their reading skills. Because everyone in the class is reading in unison students will not feel like their mistakes or unknown words are a big deal. Shared reading provides students with an opportunity to have extra practice with their reading skills, speed, and language. There are many different ways you can facilitate shared reading. For example, echo reading allows students to repeat, in smaller sections, after the teacher reads. You can also use reader's theatre which allows students to divide the text and read assigned sections.]]> 2021-11-03 13:47:52 UTC https://padlet.com/xf19514/hvc1t2nc8hlkb1hb/wish/1864685989 oliviahunter3 https://padlet.com/xf19514/hvc1t2nc8hlkb1hb/wish/1864904898 This scaffold is within the context of showing ELL students a video or a story of some sort. The goal here to to give students a purpose or motivation to listen. This can be done by asking them to listen out for one specific thing, like the main idea or who the different characters are. This is extremely useful because otherwise, the students may get overwhelmed with the amount of content they are having to take in. If students are told why they are watching a video or listening to a story, they are more likely to become confused and not pay attention. This scaffold allows them to focus on one aspect within the film or story which takes away the stress of taking in every single detail and actually ends up allowing them to take in more. ]]> 2021-11-03 14:49:57 UTC https://padlet.com/xf19514/hvc1t2nc8hlkb1hb/wish/1864904898 alisonbrady1 https://padlet.com/xf19514/hvc1t2nc8hlkb1hb/wish/1864962869 This scaffolding strategy is useful for all children (both ELs and non ELs). It usually takes about 3-10 minutes and they just write a quick paragraph about a prompt given to them. Writing a full page or multiple paragraphs can be overwhelming to students who are new to the English language, so quick writes chunks it into smaller pieces, making it less overwhelming. Doing quick writes everyday gives them the practice they need writing while also increasing their confidence in themselves.  

https://seidlitzblog.org/2019/04/10/8-ways-to-scaffold-writing-for-english-learners/

 https://www.ascd.org/el/articles/micro-writing-for-english-learners

]]> 2021-11-03 15:07:13 UTC https://padlet.com/xf19514/hvc1t2nc8hlkb1hb/wish/1864962869 bjk21172 https://padlet.com/xf19514/hvc1t2nc8hlkb1hb/wish/1865348460 https://www.readingrockets.org/article/reconsidering-silent-reading
Silent/independent reading is when students read silently by themselves. Most of the time, students are reading self-selected books or books that they are interested in. When students read books that they are interested in, their reading comprehension increases.  Silent Reading time spent is used to increase the amount of reading students do and encourage them to develop the habit of reading daily. Silent reading is vital because it helps improve text understanding as students can concentrate more on the reading rather than pronunciation. Children also develop and read faster. Reading silently absorbs more information than one reading orally.]]> 2021-11-03 17:08:56 UTC https://padlet.com/xf19514/hvc1t2nc8hlkb1hb/wish/1865348460 https://padlet.com/xf19514/hvc1t2nc8hlkb1hb/wish/1865372810 Contextualizing language means giving students non-verbal clues or evidence that supports students' ability to infer meaning along with the oral language input they are receiving (teacher talking).  This strategy is very important to incorporate in daily instruction so students are building their knowledge base from context and experience. From the GO-TO Strategies Project (2013), the teacher should "provide visuals, gestures, facial expressions, body language, illustrations, realia (real objects), maps, graphs, timelines, diagrams, and manipulatives to increase comprehension of language and content" (p. 39). A lot of these components will be used naturally, however it is important to provide extra opportunities to ELLs and assess their understanding.
   Example: While doing a read aloud, the teacher mimics the emotions of the main character of the story. The teacher could also mime certain actions that students may not know.
   Example: While studying the anatomy of a plant, the teacher provides physical models that the students can manipulate, or diagrams. The teacher points to each part of the plant as she describes them.
Levine, L. N., Lukens, L. & Smallwood, B. A. (2013). The GO TO strategies: Scaffolding options for teachers of English language learners, K-12. For Project EXCELL, a partnership between the University of Missouri- Kansas City and North Kansas City Schools, funded by the US Department of Education, PR Number T195N070316. ]]> 2021-11-03 17:18:12 UTC https://padlet.com/xf19514/hvc1t2nc8hlkb1hb/wish/1865372810 crquovadis https://padlet.com/xf19514/hvc1t2nc8hlkb1hb/wish/1865625731 The scaffolding strategy that stood out to me while reading through this was Peer Discussion and Feedback. When students use this strategy, they are given the opportunity to discuss ideas, learn from their peers, and have engaging opinion-based discussions amongst one another. Students tend to learn a lot from each other and this strategy gives them the opportunity to in ways that the teacher might not be able to.]]> 2021-11-03 19:00:09 UTC https://padlet.com/xf19514/hvc1t2nc8hlkb1hb/wish/1865625731 https://padlet.com/xf19514/hvc1t2nc8hlkb1hb/wish/1865686606 One aspect that I want to include within my teaching is to provide interactive and engaging scaffolding activities. We have discussed heavily in this class about incorporating differentiating learning methods since not all students will understand the material in the same way. A big listening strategy that is often used is the idea of show and tell. When it comes to young ELLs, they love to interact and share about themselves. By having them interact with themselves, they are practicing their listening and speaking skills without even realizing. The activity that I found is called the Student Fishbowl. An overview of this activity is that students are in small groups and they are give 30 mins for each student in the group to answer the prompted questions that the teacher provides. Only one student at a time speaks while the other wrote about their classmates. Once they are done, the class will come together as a group and share. The most important aspect of this activity is that it lets the students know that they are the most important resources that teachers. 
http://www.edchange.org/multicultural/activities/fishbowl.html]]> 2021-11-03 19:31:32 UTC https://padlet.com/xf19514/hvc1t2nc8hlkb1hb/wish/1865686606 avg09635 https://padlet.com/xf19514/hvc1t2nc8hlkb1hb/wish/1865742925 This writing scaffolding strategy stood out to me because I think that creating guidelines for sentence frames is a great way to help students understand how form sentences correctly. This will also help students learn the parts of sentences: subject, object, verb, etc. The website states, "a sentence frame is a structure with fill-in-the-blank words created for your students to use as a starter to answer questions. Sentence frames can be used for any subject, including math, science, history, and English" (Brakebill, 2018). Sentence frames are a great way for students to focus on their creativity when creating content for their sentences, even if they do not know how to correctly form a sentence at that point.
https://blog.edmentum.com/why-you-should-be-supporting-your-english-language-learners-sentence-frames ]]> 2021-11-03 20:01:34 UTC https://padlet.com/xf19514/hvc1t2nc8hlkb1hb/wish/1865742925 crh15291 https://padlet.com/xf19514/hvc1t2nc8hlkb1hb/wish/1865992973 I chose to explore some scaffolding strategies regarding writing because I personally enjoy writing, but know that it is a big area of struggle for many students. One thing that students have trouble with, and I as well, is how to let their writing flow. Sometimes, it can be difficult to write fluidly and create a story or piece of writing that is clear and consistent. Being a very organized person, I understand that children tend to enjoy structure and routine. So, graphic organizers stand out to me as something that can be beneficial for students' writing. A graphic organizer does not have to be as boring as it may sound. A lot of really great organizers use simple imagery in order to let students structure their writing and organize their ideas. For instance, a graphic organizer can be the layers of a hamburger, with each one representing a different way to organize/sort the elements of their writing. These activities allow students to have some guidance when putting their ideas down on paper, while also understanding how writing can flow. https://www.readingrockets.org/article/graphic-organizers-help-kids-writing]]> 2021-11-03 23:17:18 UTC https://padlet.com/xf19514/hvc1t2nc8hlkb1hb/wish/1865992973 angelali10 https://padlet.com/xf19514/hvc1t2nc8hlkb1hb/wish/1866218274 There are many different scaffolding strategies for reading depending on what specifically needs to be focused on. Some of them include show and tell, tap into prior knowledge, give time to talk, pre-teach vocabulary, use visual aids, pause, ask questions, pause, review, and read-a-loud. All these strategies help with reading comprehension because they involve the students reading, learning vocabulary, looking at visuals to get a better understanding, and listening to teachers read. The main scaffolding strategy I would use in the future is a read-a-loud with the students because teachers and students can read together, so if a student doesn't know a word, the teacher can help.]]> 2021-11-04 01:31:51 UTC https://padlet.com/xf19514/hvc1t2nc8hlkb1hb/wish/1866218274 hannahsongg https://padlet.com/xf19514/hvc1t2nc8hlkb1hb/wish/1866281905 This form of collaborative writing involves the teacher and students writing together after they have experienced something together. This is a great teaching technique because it builds a sense of community, models writing and allows students to participate and engage in the learning process. It allows the students to practice their listening, speaking, reading, and writing skills. Start by describing an experience (such as a field trip, science experiment, movie, or book). Students can then share their experiences with a partner or a group to come up with sentences to share with the teacher. Students can then share their experiences with a partner or a group to come up with sentences to share with the teacher. Once the class has shared their sentences with you, lead them in creating their own text about the experience on chart paper. As a class, read the sentences aloud after writing them. The class then rereads the whole piece once the shared writing has been completed which helps students practice reading fluency. Finally, facilitate a discussion on organization, revision, and editing.]]> 2021-11-04 01:59:45 UTC https://padlet.com/xf19514/hvc1t2nc8hlkb1hb/wish/1866281905 stephdp https://padlet.com/xf19514/hvc1t2nc8hlkb1hb/wish/1866409733 I found this strategy in the extra credit presentation project. The teacher used images, intentional breaks, and discussion to help the children fill out their plot maps. They highlighted the key parts of the story, what lead up to them, resolutions, and all of the characters involved. This allowed for the student to have a comprehensive understanding of the tone and mood of the piece, which is essential when working through reading. Additionally, he facilitated discussion when filling out the plot maps to allow the students to communicate in both English and their native language. This allowed for further support of the tone. Overall, the visual representation of plot with clarification of tone and purpose assists readers in their inferencing and reading comprehension abilities.]]> 2021-11-04 02:58:00 UTC https://padlet.com/xf19514/hvc1t2nc8hlkb1hb/wish/1866409733 viviandao https://padlet.com/xf19514/hvc1t2nc8hlkb1hb/wish/1866512332 One strategy that I really appreciate and hope to bring into my classroom is collaborative reading. Though we often perceive reading as an individual activity, making it a collaborative one yields multiple benefits, such as increasing students' fluency, comprehension, and ability to synthesize the text. Furthermore, reading texts collectively brings the words to life, as students are able to interpret the text in different ways. This strategy would also be useful for English Language Learners because they can gradually build their confidence in reading aloud while also developing literacy skills such as understanding the text and identifying the main idea.]]> 2021-11-04 03:52:35 UTC https://padlet.com/xf19514/hvc1t2nc8hlkb1hb/wish/1866512332 llw12 https://padlet.com/xf19514/hvc1t2nc8hlkb1hb/wish/1867876377 One way to challenge students with a formative assessment is to tell them to draw a doodle that represents a new concept or idea that they just learned. This assessment allows students to express themselves creatively, and it challenges students to go beyond words.]]> 2021-11-04 16:11:34 UTC https://padlet.com/xf19514/hvc1t2nc8hlkb1hb/wish/1867876377 hec66284 https://padlet.com/xf19514/hvc1t2nc8hlkb1hb/wish/1867877736 This activity allows for all students to jot down some ideas and put them together with their classmates to see how they all connect. This also could provide some movement in the classroom and some individual thought/reflection.]]> 2021-11-04 16:12:03 UTC https://padlet.com/xf19514/hvc1t2nc8hlkb1hb/wish/1867877736 anm12812 https://padlet.com/xf19514/hvc1t2nc8hlkb1hb/wish/1867882745 Journals or learning logs will help students to talk about what they have learned and what they want to learn. We can keep all of these entries in a portfolio so we can look at their progress and growth throughout the year. ]]> 2021-11-04 16:14:05 UTC https://padlet.com/xf19514/hvc1t2nc8hlkb1hb/wish/1867882745 crquovadis https://padlet.com/xf19514/hvc1t2nc8hlkb1hb/wish/1867883675 A Kahoot online quiz where the teacher checks what their students know and understand would be a great formative assessment. This also allows students to engage with technology as well as healthy competition while challenging what they know.]]> 2021-11-04 16:14:30 UTC https://padlet.com/xf19514/hvc1t2nc8hlkb1hb/wish/1867883675 alisonbrady1 https://padlet.com/xf19514/hvc1t2nc8hlkb1hb/wish/1867884057 In groups of 4 or 5, students will answer an open-ended question on a piece of paper with some markers. Once everyone is done, the class will discuss the questions all together. This allows the teacher to see where all students are in an idea. The teacher will know what concepts to review.]]> 2021-11-04 16:14:39 UTC https://padlet.com/xf19514/hvc1t2nc8hlkb1hb/wish/1867884057 hannahsongg https://padlet.com/xf19514/hvc1t2nc8hlkb1hb/wish/1867891399 The student will be asked a question based on the subject. When they get the question right the students can choose different distances to try and score. The distance is based on the difficulty of the question. 1 point would be the easiest question to answer and 3 points is the farthest distance and would be the most difficult questions.]]> 2021-11-04 16:17:34 UTC https://padlet.com/xf19514/hvc1t2nc8hlkb1hb/wish/1867891399