EDUC 515 Fall 2021 Section 4-- Scaffolding Check for Understanding by https://padlet.com/susan_sigler/lgkvy0tczwk7kddb Apply your knowledge and add to our resources. Share what you observed in the video lesson and add a resource on either scaffolding or check for understanding. en-us 2021-08-09 17:40:03 UTC 2025-11-15 06:33:08 UTC hello@padlet.com Scaffolding check for understanding paigealcala881 https://padlet.com/susan_sigler/lgkvy0tczwk7kddb/wish/1723400446 Strategies I noticed:
- Modeling: Megan(teacher) starts off her lesson by modeling what she is thinking. She models to them what a good reader would be thinking of.
- I do, we do, You do: As she was doing the read aloud, she modeled firstly, then asked for students to practice by apply a re-do with a partner where they re-read the passage, then they talk about the comprehension strategy and do it together. This allows room for collaboration between the students as well. They come back together after this and allows room for sharing, which allows her to acknowledge any misconceptions they may have had during their "we do" time. Lastly, she allows the students to apply the strategy on their own through a Spoke diagram. This allows them to organize their information on paper in order to comprehend their textbook.
Scaffolding: Megan used scaffolding through exampling (modeling) and stating her goals at the beginning of her lesson. She guided them to think the way she wanted them too through sharing ideas and using a graphic orangizer so they could comprehend and organize their understandings.
Check for understanding: Megan acknowledged verbal, written, and demonstration throughout her lesson. She verbally read the text once, provided her example of the spoke diagram, and demonstrated what a good reader would be thinking about.
Outside strategies: I noticed that
 PAUSE, ASK QUESTIONS, PAUSE, REVIEW was not something listed into out module. This is something that Megan constantly did throughout her lesson plan. This is a wonderful way to check for understanding while students read a chunk of difficult text or learn a new concept or content. This strategy works by sharing a new idea from discussion or the reading, then pause (providing think time), and then ask a strategic question, pausing again.
Link to strategy: https://www.edutopia.org/blog/scaffolding-lessons-six-strategies-rebecca-alber
Explanation: I found this resource while initially looking up different scaffolding strategies. I noticed that this page provides great information on how the strategy is effective and how a teacher would implement this in any lesson they are teaching.

Paige Alcala

]]> 2021-09-08 01:41:35 UTC https://padlet.com/susan_sigler/lgkvy0tczwk7kddb/wish/1723400446 Scaffolding Check for Understanding https://padlet.com/susan_sigler/lgkvy0tczwk7kddb/wish/1726270992 Mallory Partis
The strategies identified :
- modeling what a good reader is thinking about while reading.
- She used a diagram in order to fill out important information about the book.

She scaffolded the lesson by using the "I do, We do, You do" strategy. She opened the lesson with her modeling what a good reader should be thinking while reading, then she paired them in partners to talk about the comprehension strategy in order to complete it. They come back together as a group to talk about their findings. She then lets them use a text in their level to use in order to apply the strategy on their own.

She used pair sharing for the students to think, write, and share ideas in order to complete the comprehension strategy. This CFU strategy is known as think, write, and pair share. 

I liked how she emphasized the diagram as a tool in order to help find the necessary information needed. I enjoyed how she truly listened to her students to check for understanding, and make sure they are "thinking like readers". 

https://www.youtube.com/watch?v=SoZh8Y7AFb8

I chose this strategy to highlight because I think is important to start with an entry ticket to refresh prior knowledge, and then I think exit tickets are a great way to check understanding. I use exit tickets in my second grade placement, and is really helpful in seeing who needs extra help or if scaffolding is needed.

]]> 2021-09-08 23:44:03 UTC https://padlet.com/susan_sigler/lgkvy0tczwk7kddb/wish/1726270992 Scaffolding and CFU- Maria Orozco https://padlet.com/susan_sigler/lgkvy0tczwk7kddb/wish/1729371115 The teacher in this Social Studies lesson is able use some scaffolding startegies that include the Spoke Diagram, Think Alouds and  the I Do We Do You Do method. She was modeling what she wanted her students to do with the Spoke diagram to then be able to release the students to the I do part where they are able to be in pairs. This is also a way to check for understanding when they do peer understanding to help one another. Once she modeled and released the students on their own she was able to walk around and listen to each pair's conversations and ask questions. 

I like the video I selected because it summarizes the ways that checking for understanding can look like. It mentions that CFU involves visuals, expressions and body language. Being a visual leaner myself, I like that I can rely on this to tailor my instruction according to what my students are understanding and not understanding. ]]> 2021-09-09 23:29:46 UTC https://padlet.com/susan_sigler/lgkvy0tczwk7kddb/wish/1729371115 Scaffolding & Check for Understanding https://padlet.com/susan_sigler/lgkvy0tczwk7kddb/wish/1729709798 The above link has a lot of really fun and unique was to do check for understanding in the classroom. I liked it because it used a ton of out of the box ideas and they can be used in pretty much any grade level. 
Strategies in the video: 
~ The teaching used a think aloud as a form of modeling. She used it as a means of modeling how students should be thinking and interacting with the content they are reading. The can also be seen as a form of "I do", as the teacher later did "we do" and "you do" work. She also used "I do" by modeling how to fill out a spoke diagram, which is what the lesson was on. 
~ The teacher used "I do", "we do", and "you do" as a way to scaffold, which I thought was very interesting. Th teacher had her students partner up to read and then discuss what they had just read. This was the "we do" part of the lesson. For the "I do" part of the lesson the teacher had students fill out their own spoke diagram to better interact with the text that they were reading. 
~ In between the "I do" and the "we do" the teacher did a check for understanding as she had students share their ideas aloud with the whole class by using open ended questions. 
~ I can also see the spoke diagram as a way of scaffolding particular content for students. Thus, the very thing that she was teaching was a great way to scaffold lessons on reading Social Studies. 

Miabella Bolton

]]> 2021-09-10 02:05:28 UTC https://padlet.com/susan_sigler/lgkvy0tczwk7kddb/wish/1729709798 Shannon O'Neill https://padlet.com/susan_sigler/lgkvy0tczwk7kddb/wish/1732833240 The first strategy that I noticed was the use of a visual aid. This helps all students, especially EL students that may need additional time or sources to comprehend what is going on in the story. 

She also mentions modeling for the class. She "thinks aloud" and explains exactly what the children should be thinking about during their independent time.
The use of "I do, we do, you do" can really emphasis what the children should be focusing on and allow them to work together and hear each others ideas.

Megan demonstrates scaffolding throughout the "I do, we do, you do" activity portion of the class. She is sure to walk around, listen to the student's ideas, and ask questions to further their thinking and learning. She sets the expectations when doing the "I do" which allows them to use those tools during the "You do" portion of the lesson. During independent time, she also goes around and asks questions to help them through the think aloud process. She also reflects during the "We do, You do" portion to see if something may not be working or if the students need help so she can intervene and assist.

My class does something similar. We do "My turn, your turn." It is a first grade classroom so we do have time to share, but it is kept brief as the students tend to get off task after a few minutes. The "My turn, your turn" allows myself and my CT to model what we expect from the students, ask them questions to check for understanding, and then watch the students work independently or in small groups. For example, I will say "My turn! I am going to color this frog green. Class, what color am I going to color the frog?" and they respond "Green!" So I know they are listening and understand the directions. After modeling the coloring, I say "Your turn!" and the students color. This has become a truly affective way to explain multi-step directions.
I have attached a quick read on MY TURN, YOUR TURN to explain what it is and how to use it. 
http://www.earlyliteracylearning.org/cellpract_parent/toddler/collections/CELL_Todd_Talk_List.pdf]]> 2021-09-11 18:01:25 UTC https://padlet.com/susan_sigler/lgkvy0tczwk7kddb/wish/1732833240 Scaffolding Check for Understanding-Jalese Jones https://padlet.com/susan_sigler/lgkvy0tczwk7kddb/wish/1733024911 One strategery, that the teacher used I noticed was using the graphic organizer. This is important to help students visually see and help students follow along. She also reads aloud first, then allows her students to pick a partner and popcorn reading with each other or chooses another method but she allows them to finish the reading comprehension page together. After they do the “we do” she comes back together to share ideas to make sure they are on the track right. 

I found this article on scaffold learning and providing strategies for students to have enough support. Also, this article helps teachers break down information into manageable chunks. I chose this article because I plan to use these strategies in my classroom. For example, describing concepts in multiple ways by showing them, telling them and having students try it on their own. Not every student learns the same way so taking the time to meet students needs is important. 

]]> 2021-09-11 23:18:10 UTC https://padlet.com/susan_sigler/lgkvy0tczwk7kddb/wish/1733024911 Natalee Keister https://padlet.com/susan_sigler/lgkvy0tczwk7kddb/wish/1734074064      I really enjoyed watching this teacher's lesson on finding the main idea of a text. She used strategies such as a spoke diagram to help the students find key points within a text and eventually determine the main idea that particular author was trying to portray. She also used modeling strategies by reading aloud to the class and showing them exactly what was expected of them and their thinking. 
     Scaffolding was extremely present throughout this lesson, as she was using the I do, we do, you do method. For her I do, the teacher showed her thinking process to the class, for the we do portion she had the students read and organize in pairs, and for the you do she had the students apply the strategy on their own. She also made sure everyone in her class was understanding the main idea of the lesson by bringing the group together and having the students share/ correct their work as well as walking around individually to help those who may be struggling. By walking around and interacting one on one allowed her to see their thinking and lead them on the right track based on their comprehension. 
     The link I am sharing is 20 ways for teachers to check for their students understanding that they may have never thought of. Students have their own ways of understanding topics so it is essential to switch up assessments and checking for comprehension, these 20 ways can be extremely helpful to do so. 

https://www.weareteachers.com/ways-to-check-for-understanding/

]]> 2021-09-12 18:52:26 UTC https://padlet.com/susan_sigler/lgkvy0tczwk7kddb/wish/1734074064 https://padlet.com/susan_sigler/lgkvy0tczwk7kddb/wish/1734094729 Bianca Lopez

Strategies used:
-I do, we do, you do. She reads to her students and shows them diagrams. They are able to hear and visually see how they can be organizing their thoughts. She always them to get together to use each other as resources as well. She points out a topic a student picked up and shares it with the class. She checks in with the class and wants to see if they are understanding the concept. Do they need further instruction or how can she help make sure the students are grasping the lesson well. She will walk around to make sure students are understanding and if she sees that they are not she tries to guide them the way she wants them to be thinking. 

I feel extremely lucky to have my cooperating teacher. She shows me this concept of I do, We do, You do every day. We switch half way with the students and if she sees ways to improve for the next group she will change a small part in her lesson to help the students. She is thoughtful with her scaffolding and I always try to write down notes of her strategies. I shared a link for scaffolding techniques for English Language Learners.
https://www.collaborativeclassroom.com/blog/scaffolding-techniques-english-language-learners-part-1/]]> 2021-09-12 19:14:42 UTC https://padlet.com/susan_sigler/lgkvy0tczwk7kddb/wish/1734094729 Scaffolding and check for understanding https://padlet.com/susan_sigler/lgkvy0tczwk7kddb/wish/1734141877 Some of the strategies I identified from the video in the social studies lesson are when Ms. Montgomery the teacher used the spoke diagram to help students follow along and visually see what she was explaining. As well as modeling what students are thinking. "I do one, you’ll watch strategy". Also, explicit instruction scaffolding model “I do, We do, You do”. The teacher uses scaffolding she starts with the think aloud “I do”, then with the “we do” they sit with a partner and read popcorn style, choral reading or read in their heads and they talk about the comprehension strategy and completed together to bounce ideas. After the “we do” they come together to talk about any misconceptions the student has. The last part is the “you do” were the teacher lets student on their own to apply strategies. Ms. Montgomery checks for understanding by asking students open and closed questions. She walks around the tables to do this. They also share after the “we do” so she can clarify any misconceptions they have as a whole class. When a student has difficulty with the think aloud process, she tries to listen to them because a lot of times when she truly listens to them, she could understand where their thinking is breaking down. When students are working, she’s never standing still she’s always walking and checking on students to see what’s working and not working. This helps her intervene and guide them the way she wants them to be thinking (CFU). 
I chose the image for my post because it gives different examples of scaffolding. It also explains what EL’s can do with the strategies. 
 
Monica Fernandez Samano
]]> 2021-09-12 20:06:46 UTC https://padlet.com/susan_sigler/lgkvy0tczwk7kddb/wish/1734141877 Lorena Magana https://padlet.com/susan_sigler/lgkvy0tczwk7kddb/wish/1734356598 Megan discusses strategies like think out loud, “I do, We do, You do”, and Spoke diagram. She starts her lesson what we “know” by completing a picture walk through. At this point in the lesson, I thought about a k-w-l chart. Modeling the strategy think out loud is demonstrating what we want as a reader the students to be thinking in their head. The Spoke diagram was a new strategy to me. When I saw they image in the video I was able to make a connection to a different web chart I was taught as a student. As educators, strategies can be simply given to the students to use in a text, but they can sometimes walk away from the lesson and not understanding how the how the text fits into the diagram (spoke diagram) and when it is appropriate to use certain strategies.
-       Megan asked students to practice the strategy taught for the day
-       Start with scaffolding
o   Start with a think aloud “I do”
o “We do”
     Sit with a partner and read (popcorn style, coral read, in their head, talk about the comprehension strategy & complete together – important to be verbal and bounce ideas off each other
    Come back together & share
Teacher: Identify any misconceptions that they may have or the way they are thinking so we can make sure they are on the right track
o   “You do”
            Teacher lets them off on their own so they can try to apply the strategy on a text that has as appropriate level for them. 
Goal: spoke diagram is a way to help them organize the text in their head so they can get all the information that they need to out of their textbook. It is important for them to see what the educator has done and then work on their own using the same kind of thought pattern to comprehend the text.
This strategy will hopefully help the students become better readers and writers. Teacher should intervene and guide students in they into the way we want them to be thinking. Successfully being able to use the strategy makes the text more accessible and visual for them.


The link to the website I shared are 21 quick easy ways to check for understanding some might be familiar to us while some may be new. Each have a quick description on how to accomplish each one.


]]> 2021-09-13 00:09:32 UTC https://padlet.com/susan_sigler/lgkvy0tczwk7kddb/wish/1734356598 Zack Erickson zackaryerickson021 https://padlet.com/susan_sigler/lgkvy0tczwk7kddb/wish/1734420596 The teacher in this lesson used some scaffolding examples that are shown in her work with spoke diagram, the I do you do method and using a think aloud method.  The teacher establishes the I do you do method when she shows the whole class how to do the work before allowing them to accomplish it on their own. I feel like I am pretty familiar with this method as I use it a lot when I'm coaching volleyball. It is probably the most effective method. After she had done the modeling and the students were off working on their own in groups, she was able to walk around and assess where the students were each at in their understanding of the material. Assessing how much your students understand what you're trying to teach them can be difficult but I think this method keeps it simple and easy.
The link I wanted to use shows an array of examples you could use to check for understanding. I think its' important to always mix up the way you're going to asses their understanding so they cant cheat the system. I think the most interesting idea was the one of "turn the tables" in which the students create their own set of questions they could ask you about. For this to work you need to be well versed in the subject matter though.]]> 2021-09-13 00:41:03 UTC https://padlet.com/susan_sigler/lgkvy0tczwk7kddb/wish/1734420596 Monica Rocha https://padlet.com/susan_sigler/lgkvy0tczwk7kddb/wish/1735083044 The strategies I noticed in this video are
-Modeling: the teacher began the lesson by modeling to the students what and how they are going to be doing.  
-Think out loud: the teacher modeled her thinking process out loud in order for the students to hear how their thinking should also sound when they are doing the assignment. 
-Explicit learning: The teacher demonstrates scaffolding strategies by following the “I do, we you, you do” model. For the “I do” part the teacher explained the lesson and showed the students what they are going to be doing and how. For the “we do” the students were able to talk to their partners to discuss while the teacher provides guidance. For the “you do” section the students work independently. This also gives the teacher the opportunity to see who understands or does not understand the lesson. 

The link I added provides different types of strategies to check for understanding. I think having different strategies help educators because they are able to assess students' learning. I like how each strategy is clearly stated which makes it easy to follow along and are suitable for any grade level. ]]> 2021-09-13 05:31:32 UTC https://padlet.com/susan_sigler/lgkvy0tczwk7kddb/wish/1735083044 Lisa Castaneda https://padlet.com/susan_sigler/lgkvy0tczwk7kddb/wish/1735189758 In the video, the strategies that I can identify the teacher, Megan Montgomery use include:
- Modeling: -Megan first uses the explicit instruction of "I Do", beginning with filling out the brainstorming graphic organizer to help guide her students towards the responses she encourages to see
-Thinking aloud: Megan also says aloud the methods she would like the students to use while reading. 
-Shared Reading: The usage of the "We Do" in explicit instruction is part of this lesson, as the students sit with a partner and read, using the style of "popcorn" reading, choral reading, or silent reading, following a discussion of the text as part of the comprehension check. This is allowing both partners to have equal opportunities of reading and conversing about the text. 
-Independent work: "You Do" is the last part of the instruction in which Megan has students work on their own to apply the strategies modeled previously. 
-Scaffolding: Megan checks for understanding by observing the classroom, walking the perimeter of the tables, asking students open and closed questions to clarify any misconceptions they may have individually or in the group. When a student has difficulty with the think-aloud process, she actively listens to break down the understanding of the student to meet him and raise him to the standard of the objective. 

The link I chose to post I find as an incredibly detailed resource that defines and breaks down instructional scaffolding, the types of scaffolding that can be created, and the ways to use its methods to improve learning.
]]> 2021-09-13 06:28:41 UTC https://padlet.com/susan_sigler/lgkvy0tczwk7kddb/wish/1735189758 Sophia Marzolo https://padlet.com/susan_sigler/lgkvy0tczwk7kddb/wish/1737401613 -Megan models what she is thinking which falls under the 'I Do' strategy of teaching. 
-She is scaffolding by showing the students how to go about the learning process for the activity. 
-Think aloud- 'We Do', Megan allows the students to read aloud and talk about the comprehension strategies they used. Allows opportunity for student thinking to stem off one another. 
- CFU- Class discussions which allow students to discuss and respond to the teacher in order to check for understanding. 
Independent work: creates a graphic organizer for students to use throughout their reading experience so that they can repeat the order of thinking needed for comprehension. Also makes their understanding more visual so that they can grasp the most important details

The link provided shows and explains both the importance of scaffolding as well as many strategies to do so. I really like how it breaks down the strategies to get a fuller and deeper understanding of how to scaffold properly.


]]> 2021-09-13 21:15:32 UTC https://padlet.com/susan_sigler/lgkvy0tczwk7kddb/wish/1737401613 Jessica Balfour https://padlet.com/susan_sigler/lgkvy0tczwk7kddb/wish/1744876047 I noticed the teacher in the video 
- modeling the lesson, she demonstrated the concept and then allowed the students to try it themselves. She also read aloud to the class as a modeling and scaffolding technique, by point out key ideas and what is expected of them
-She used "I do, we do, you do" as a way to get students to participate and understand what is being asked of them. In this practice, she uses the concept of explicit instruction first, and demonstrates the diagrams and her thinking process. The "we do" the students worked in pairs to continue their reading and understanding. In the "you do" students were able to apply their learning
- constantly using scaffolding, breaking the information into small pieces so the students can understand 
- constantly checking for understanding through simple discussion and direct questioning, as well as working with their partner. She can quickly understand if students are lost on the content or the directions of the activity . She also checked by having a class discussion and students were able to share their work

I added this 3 minute pause quick check for understanding, as it makes students reflect on their own learning. It can help them and you identify concern areas or things that just werent completely clear and need more attention. Students develop a better understanding of the content, because they are asked to use their higher order critical thinking skills

]]> 2021-09-16 04:38:35 UTC https://padlet.com/susan_sigler/lgkvy0tczwk7kddb/wish/1744876047