Scaffolding Instruction of Informational Text

Paula Uriarte, Capital High SchoolKim Brocke, Middleton Heights Elementary

Guiding Question

• How can I scaffold the instruction of informational text in my school/classroom?

– FILL OUT THE FIRST I’M THINKING SECTION OF THE NOTECATCHER

The shifts required• Thinking in terms of apprenticing students into the practice of

studying a discipline. This is what people who work in this field DO.• Integrating difficult informational text as support and assisting

students in the reading of that text• Thinking of myself as a GUIDE not an EXPERT• Keeping my eyes open ALL THE TIME for materials that I can use in

my classroom• I am not TEACHING about a novel (content); I am teaching students

to think about and grapple with the issues presented in the text• This takes more time• Finding balance between fiction and non-fiction at elementary level• Embracing PRODUCTIVE STRUGGLE

Anchor Standards for Focus

• CCSS.ELA-Literacy.CCRA.R.1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

• CCSS.ELA-Literacy.CCRA.R.10 Read and comprehend complex literary and informational texts independently and proficiently.

Grade 4

• Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

Grade 12

• Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

Now I’m thinking…

“Coding The Text”

Your Turn!

• Read pages 16- 21 in Chapter 2 “Compare and Contrast” in Core Six .

• Use the following “codes” to think and read, ! ? And • Share with an elbow partner any Aha!,

questions, or connections made with the text.

Student Examples Coding

Student Examples of Top Hat with Scaffolds

Now I’m Thinking

• Find a partner with the same color hair as you.

Informational Text and Poetry

• Part of a larger unit

• Your turn– Number the paragraphs together– What arguments are they making about audience

and our purpose for writing about poetry? • Underline/highlight evidence of the claims

Complete the Top Hat

• Identify traits of explication and analysis in their respective columns citing page numbers or text

• Identify similarities in the base of the hat citing page numbers or text

• Where do you still have confusion about these forms of writing?

Now I’m Thinking

• Come back to shifts. Pick one that you will really focus on in your instruction this semester.

The shifts required• Thinking in terms of apprenticing students into the practice of

studying a discipline. This is what people who work in this field DO.• Integrating difficult informational text as support and assisting

students in the reading of that text• Thinking of myself as a GUIDE not an EXPERT• Keeping my eyes open ALL THE TIME for materials that I can use in

my classroom• I am not TEACHING about a novel (content); I am teaching students

to think about and grapple with the issues presented in the text• This takes more time• Finding balance between fiction and non-fiction at elementary level• Embracing PRODUCTIVE STRUGGLE

Thank you!