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Scaffolding Instruction WorkshopFacilitator’s Guidebook

Slide #1 Title of Slide:

Scaffolding Instruction

Materials:

Facilitator GuidebookFor Scaffolding Instruction Workshop

Scaffolding InstructionPower point Presentation

Vocational /Technical Textbook or reading samples.

Facilitator Readings: Facilitators should read carefully all pages of this guide before presenting this workshop. Facilitators may consult resources listed on the final slide of this workshop for additional information concerning scaffolding reading instruction.

Facilitator Instructions

1. Display this slide.

2. Present and discuss the following information.

3. The following areas will be discussed in this workshop:

a. The rationale for using scaffolding instruction.

b. The framework for using scaffolded reading instruction.

c. Scaffold activities to use before, during and after in the reading process.

d. Six scaffolds which showed success with student populations during the 2002-2003 Temple Reading project.

Participant Instructions:

Participants should be informed about the following areas that will be discussed in this workshop:

1. The rationale for using scaffolding instruction.

2. The framework for using scaffolded reading instruction.

3. Scaffold activities to use before, during and after in the reading process.

4. Six scaffolds showed success with student populations during the 2002-2003 Temple Reading project.

Teachers should be reminded throughout this workshop that any activity where the use of scaffolding a reading passage will assist struggling readers in gaining comprehension of the text passage.

Slide #2 Participant Instructions:

NOTE: All facilitators should read this page carefully as it presents an explanation of the format used in the delivery of each slide’s information in this workshop. All Handouts used in this workshop appear on pages 41 to 49 of this guide.

1


Title of Slide:

What Is a Scaffold?

Materials:


Scaffolding Instruction Power point Presentation


Facilitator Readings for additional information:Refer to: Billmeyer and Barton, Interactive Elements of Reading Informational Text, Pages 33-39.




3. Participants should be informed about the definition of a scaffold.

4. Tell workshop participants that using structured scaffolds aids in understanding informational text that is written to inform or persuade the reader.

5. Common organizational patterns of informational text include: chronological sequence, comparison and contrast, concept and definition, descriptions, processes of steps leading to specific product or outcome, or cause and effect.

Participants should be informed about

A scaffold is a temporary

learning aid designed to help the student grow in independence as a learner.

Once the skill the scaffold is intended to help has been mastered, the scaffold should be withdrawn.

Common organizational patterns of informational text include: chronological sequence, comparison and contrast, concept and definition, descriptions, processes of steps leading to specific product or outcome, or cause and effect.

The next slide discusses a working definition of scaffolding instruction.

Slide #3

Title of Slide: Participant Instructions:


2


What Is Scaffolding Instruction?

Materials:


Scaffolding InstructionPower point Presentation




1. Display this slide.2. Present and discuss the

following information.

Scaffolding instruction is the use of a set of pre-reading, during-reading, and post-reading activities specifically designed to assist a particular group of students in successfully reading, understanding, learning from, and enjoying a reading passage.

(Graves & Graves, 2003)

Scaffolding reading instruction can be useful when teachers provide students with organizers they can use to map out the information contained in the reading.

Teachers should explain to students that readers who are taught to read and write about their text passages would improve their reading comprehension of their content area textbook.

Participants should be informed about the definition of scaffolding instruction.

Scaffolding reading instruction is using a set of pre-reading, during-reading, and post-reading activities specifically designed to assist a particular group of students in successfully reading, understanding, learning from, and enjoying a reading passage.(Graves & Graves, 2003)

Explain that the next two slides discuss why teachers should use scaffolding instruction with their students.


3


Slide # 4

Title of Slide:


Materials:







Present and discuss the following information.

2. Explain that using scaffold instruction can be effective in six key areas of teaching practice:

a) Developing summaries and group summarizing of a passage.

b) Acquiring an understanding of how to read for information.

c) Previewing concepts and vocabulary.

d) Visualizing information.

e) Using written guides to develop concepts.

f) Retelling information from the text.



Scaffolding a reading passage offers the teacher a flexible plan that takes into consideration:1. The particular group of students.2. The text they are reading.3. The purpose for reading the text.Six areas of Teaching Practice which can be enhanced by using scaffolded instruction include:

a) Developing summaries and group summarizing of a passage.

b) Acquiring an understanding of how to read for information.

c) Previewing concepts and vocabulary.

d) Visualizing information.

e) Using written guides to develop concepts.

f) Retelling information from the text.


4


Slide # 5

Title of Slide:

Why Use Scaffolding Instruction?

Materials:








3. This is a part of a two slide set explaining why teachers should use scaffolding instruction when assigning reading passages.

Explain: Scaffolding a reading experience also provides:

1. Temporary support for students to use in understanding and discussing the reading selection.

2. Methods to enhance student engagement with the text, allowing for deeper understanding of knowledge. These methods include:Previewing the text,Activating Prior KnowledgeGenerating Key Questions from the textNote taking skillsRetelling the TextSummarizing what is knownAsking questions to clarify difficult content.


Participants should be informed about why it is important to use scaffolding in the reading experience as it provides:

1. Temporary support for students to use in understanding and discussing the reading selection.

2. Methods to enhance student engagement with the text, allowing for deeper understanding of knowledge.

3. These methods include:

a) Previewing the text,

b) Activating Prior Knowledge

c) Generating Key Questions from the text

d) Improved Note taking skills

e) Retelling the Text passage

f) Summarizing what is known

g) Asking questions to clarify

difficult content

Slide # 6Participant Instructions:


5


Title of Slide:

What Advantages does Scaffolding Instruction Offer?

Materials:




Facilitator Readings for additional information:Refer to: Billmeyer and Barton, Interactive Elements of Reading Informational Text, Pages 33-39



following information.

3. Explain the advantages of using scaffolding instruction as presented on this slide:

Scaffolded instruction:

A. Assists student comprehension of the text

B. Gives a support structure to the reading assignment

C. Allows for self-monitoring of the reading passage

D. Internalization of reading skills: locating main and supportive ideas.

E. Provides a support for classroom discussion of the reading passage.

Participants should be informed about the advantages of scaffolded instruction.

A temporary support structure to assist the student’s comprehension of text.

A support structure that allows students to complete tasks and gain knowledge.

Activities, which can be used to self-monitor and internalize reading skills.

Activities which provide ways for students to discuss and write about reading passages.



6


Title of Slide:

What Advantages Does Scaffolding Instruction Offer?

Materials:




Facilitator Readings for additional information:Refer to: Billmeyer and Barton, Interactive Elements of Reading Informational Text, Pages 33-39




3. Explain the advantages of using scaffolding instruction as presented on this slide:

Scaffolded instruction:

F. Provides a plan to develop independent readers.

G. Gives a temporary support structure to the reading assignment.

H. Includes an instructional framework of initiating, constructing, and utilizing the text passage that students read.

Participants should be informed about told that:

Scaffolding provides for a plan to develop independent readers.

Scaffolding is a temporary support plan which should be removed when the leaner reaches an independent reading level and can self-monitor their reading.

Scaffolding includes an instructional framework.

This instructional Framework includes:Initiating, Constructing, and Utilizing Text, areas which will be discussed in the next four slides


7


Slide # 8Title of Slide:

What Are the Components of an Instructional Framework Scaffold?

Materials:




Facilitator Readings: for additional information on the scaffold framework consult the text:Elaine C. Stephens and Jean E. Brown, A Handbook of Content Literacy Strategies, Christopher Gordon Publishers, pages 11-20.



2.Present and discuss the following information.

3. Scaffolds are designed with three goals.

First, scaffolds initiate students to read at independent levels.

Second, scaffolds helps students construct meaning form the text

Third, scaffolds use the text meaning

4. The framework is designed so that the need for the scaffold diminishes as the student gains confidence and independence in their reading efforts.

5. The next three slides detail each component of the framework.


Participants should be informed about the instructional framework of a scaffold. There are three components.

Initiating students toward reading at independent levels.Constructing meaning from the text.Utilizing text meanings to apply or act upon the meanings students have constructed. Scaffolds are designed with three goals.

First, scaffolds initiate students to read at independent levels.

Second, scaffolds helps students construct meaning form the text

Third, scaffolds use the text meaning The framework is designed so that the need for the scaffold diminishes as the student gains confidence and independence in their reading efforts.



8


Title of Slide:

Initiating Component

Materials:




Facilitator Readings:

Stephens and Brown, A Handbook of Literacy Strategies, Pages 11-20.

Facilitator Instructions1. Display this slide.2. Present and discuss the following

information. 3. This slide is divided into two

parts- Teacher and Students.

What teachers should remember when introducing a scaffold.

Teachers should: Introduce content Assess prior knowledge Identify purpose for reading Stimulate curiosity Develop a strategic plan4. for using the scaffold

What students should remember when first using a scaffold.

Students should:a. Preview the contentb. Assess prior knowledgec. Build upon prior knowledged. Determine purposese. Raise questions/issuesf. Recognize a need to knowg. Develop strategic reading plan

Participants should be informed about initiating a scaffolded activity in their classroom.

Discuss what is presented on the slide What teachers should remember when introducing a scaffold.

Teachers should: Introduce content Assess prior

knowledge Identify purpose for

reading Stimulate curiosity Develop a strategic

plan5. for using the

scaffold

Students should:a. Preview the

contentb. Assess prior

knowledgec. Build upon prior

knowledged. Determine

purposese. Raise

questions/issuesf. Recognize a need

to knowg. Develop strategic

reading plan


9


Slide # 10

Title of Slide:

Constructing Component

Materials:




Facilitator Readings: Stephens and Brown, A Handbook of Literacy Strategies, Pages 11-20.




3. This slide is divided into two parts- Teacher and Students.

What teachers should remember when constructing meaning with a scaffold.

Teachers should consider:Class sizeNeeds of studentsDiverse learning stylesComplexity of subject matterTime spent on a reading assignment

What students should remember when constructing meaning while using a scaffold.

Students should :EngageInteractProcess informationAssociate with life experiencesOrganizeThink about the passage


Participants should be informed about factors to be aware of as students construct meaning from a scaffolded reading activity. This slide is divided into two parts- Teacher and Students.

What teachers should remember when constructing meaning with a scaffold.

Teachers should consider:

Class sizeNeeds of studentsDiverse learning stylesComplexity of subject matterTime spent on a reading assignment

What students should remember when constructing meaning while using a scaffold.

Students should :EngageInteractProcess informationAssociate with life experiencesOrganizeThink about the passage


10


Slide # 11

Title of Slide:

Utilizing Component

Materials:




Facilitator Readings

Stephens and Brown, A Handbook of Literacy Strategies, Pages 11-20.



following information. 3. This slide is divided into two

parts- Teacher and Students.

What teachers should remember when utilizing a scaffold.

Teachers should:Explain the scaffoldClarify key ideasModel use of the scaffoldDemonstrate, if neededGuide the student using the scaffold activity selected

What students should remember when utilizing a scaffold. Students should:

Write ideas from the scaffoldSynthesize informationClarify and organize ideasRefine concepts, keep notesMove toward independence from using the scaffold


Participants should be informed about This slide is divided into two parts- Teacher and Students.

What teachers should remember when utilizing a scaffold.

Teachers should:ExplainClarifyModelDemonstrateGuide the student using the scaffold activity selected

What students should remember when utilizing a scaffold. Students should:

Write ideasSynthesize informationClarify and organize ideasRefine conceptsMove toward independence from using the scaffold


11


Slide # 12

Title of Slide:

How are Scaffolding Instruction Activities Sequenced?

Materials:




Facilitator Readings: Refer to Stephens and Brown, A Handbook of Literacy Strategies, Pages 11-20.




3. The remainder of the workshop will be devoted to discussing scaffolded reading activities that can be used before, during or after the reading process.

Before Reading: Two Minute Preview K-W-L Chart

During Reading : Key Questions Chart Note Taking Skills

After Reading: Think Aloud Strategy Writing to Learn


Participants should be informed about Scaffolding Instruction Activities and how they are sequenced.

Reading Scaffolds can be used before, during or after the reading process.

The remainder of this workshop will be spent on discussion of six scaffolds which can be used with struggling readers to help increase their reading independence levels. The six scaffolds discussed will be:

Before Reading: Two Minute Preview K-W-L Chart

During Reading : Key Questions Chart Note Taking Skills

After Reading: Think Aloud Strategy Writing to Learn


12


Slide # 13

Title of Slide:

Before Reading Scaffolds

Materials:




Facilitator Readings:Refer to

Stephens and Brown, A Handbook of Literacy Strategies, Chapter 3, specifically pages 62-63, and 47-48.




3. The next 6 slides will focus upon two scaffolded instruction activities which can be used before a student begins to read a passage or text assignment.

4. The two scaffolds are called:

Two-Minute

Preview

K-W-L


Participants should be informed about the before reading scaffolds.

These are scaffolded activities which can be used before a student begins to read a passage or text assignment.

The scaffolds are called:

Two-Minute Preview

K-W-L



13


Title of Slide: Two Minute Preview Description

Materials: Refer to Handout 14-1 The Two Minute Preview Facilitator GuidebookFor Scaffolding Instruction Workshop




Stephens and Brown, A Handbook of Literacy Strategies, Chapter 3, specifically pages 62-63.



2. Present and discuss the following information:

The Two minute Preview

Provides students with an overview of the selection.

Helps students develop a plan for reading a selection.

Previewing a reading passage can help students become active and engaged with the text.

Too often students jump to a reading assignment without adequate preparation and then fail to comprehend or remember what they read. Previewing can help students assume an active stance particularly with difficult, complex or highly technical reading material.

Participants should be informed about the Two Minute Preview Scaffold.

Refer Workshop participants to Handout 14-1 The Two Minute Preview as the facilitator discusses Slides 14 and 15.


Provides students with an overview of the selection.

Helps students develop a plan for reading a selection.

Previewing a reading passage can help students become active and engaged with the text.

Too often students jump to a reading assignment without adequate preparation and then fail to comprehend or remember what they read. Previewing can help students assume an active stance particularly with difficult, complex or highly technical reading material.


14


Slide # 15

Title of Slide:

Two Minute Preview Procedures

Materials:

Handout 14-1










Can be used with pairs or whole class

Good scaffold for predicting text structure and organization of content

Teacher leads the class in discussion of preview findings

When students have become proficient in previewing, the teacher may wish to have students develop their own plans for reading the material and present these plans to the class.


Participants should be informed about about the Two Minute Preview Scaffold.

Refer Workshop participants to Handout 14-1 The Two Minute Preview as the facilitator discusses Slides 14 and 15.


Can be used with pairs or whole class

Good scaffold for predicting text structure and organization of content

Teacher leads the class in discussion of preview findings

When students have become proficient in previewing, the teacher may wish to have students develop their own plans for reading the material and present these plans to the class.


15


Slide # 16

Title of Slide:

Two Minute Preview Guide

Materials:

Handout 14-1Two Minute Preview Guide









3. Read and discuss the questions of the two minute Preview Guide.

4. Explain Procedures for using the guide ( found in column 3 on this page- participant instructions).

5. Ask for any questions that the participants may have about this scaffold or its use.

6. Continue to the K-W-L scaffold.


Participants should be informed about the Two minute Preview Guide:

Using this guide? Follow these instructions:

1. The teacher provides the class with a brief outline or a reprint of Handout 14-1 for previewing. The guiding questions may vary depending upon the purpose of the reading and type of material being read.

2. In pairs, the students are given two minutes to preview the material and write down their responses on the preview sheet.

3. Then, the teacher leads a discussion in developing a strategic plan for reading the material. Make note of both format and text structure. Tell students to pay particular attention to any of the following text structure or format ideas listed below:

Introduction: Key themes or main ideas.

Headings or Sub Heads Graphs, Charts, Maps, or

Tables Margin Notes Summary- is there one for the

section? Questions- are any presented in

the reading Pictures and captions, Steps or procedures


16


Slide # 17

Title of Slide:

K-W-L Scaffold

Materials:









3. Discuss the background and the three steps to this scaffold as detailed on slide 17.

4. Tell the participants that this scaffold was originally developed by Donna Ogle (1986) to provide a structure for activating and building upon prior knowledge and personalizing a summary of what was learned.


Participants should be informed about K-W-L.

1. Discuss slides 17-18.

2. Participants should be told that this scaffold can be used before, during and after the reading process, and can be used as a written assessment tool for teachers.


17


Slide # 18

Title of Slide:

Why Use the K-W-L Scaffold?

Materials:

Handout 19-1: The K-W-L Scaffold.




Facilitator Readings Stephens and Brown, A Handbook of Literacy Strategies, Chapter 3, specifically pages 47-48.




3. Explain Slide 18 and add the following information below:

The K-W-L scaffold is used when a new topic or reading selection is given.

It is useful to get students brainstorming as a class and record the K column of the scaffold.

While brainstorming, the teacher may elect to organize and categorize information.

To elicit student input, the teacher may use student-generated questions and add these questions to the W column of the scaffold.


Participants should be informed about the rationale for using the K-W-L Scaffold. Participants should refer to Handout 19-1 as this slide is discussed.

K-W-L Provides a structure which:

Activates prior knowledge

Builds upon prior knowledge

Elicits student input


18


Slide # 19

Title of Slide:

Sample K-W-L Scaffold Chart

Materials:Handout 19-1:The K-W-L Scaffold









3. Explain the K-W-L Procedure. Listed under the participant’s column on this page.

4. Continue to During Reading Scaffold Slide 20.

Participant Instructions:Participants should be informed about the procedure for using K-W-L. as detailed below.

1. The teacher distributes a K-W-L scaffold worksheet to each student.

2. Individually, in pairs, or small groups, students brainstorm what they already know about the topic.

3. This information is recorded under the K column and displayed for the whole class

4. Next students generate a list of questions they want answered or what they want to learn form the reading selection. This information is recorded under the W column of the scaffold.

5. Students then read the selection with the purpose of discovering information to answer form the questions they generated.

6. The information is recorded in the L column of the scaffold, is displayed by the teacher for the class.

7. Teacher and students reflect on the entire learning experience.

8. Teacher may use this scaffold as a prewriting exercise and then allow for the student to write a summary of what they have read about in the assigned reading passage.


19


Slide # 20

Title of Slide:

During Reading Scaffolds

Materials:





Refer to

Stephens and Brown, A Handbook of Literacy Strategies, Chapter 4, pages 68 and 114.




3. Explain that the next two scaffolding activities can be conducted during the reading process. These activities are Key Questions, and Note Taking.


Participants should be informed about during reading scaffolds.

Explain that the next two scaffolding activities can be conducted during the reading process.



20


Title of Slide:


Materials: Handout 21-1Facilitator GuidebookFor Scaffolding Instruction Workshop




Stephens and Brown, A Handbook of Literacy Strategies, Chapter 4, pages 68-69.




3. Explain the following:

This scaffold strategy is designed to help students process the basic elements of ( Who? What? When? Where? And How?)of what they read.

Students use this scaffold to note and present information to a small group or whole class.

Participants should be informed about the key questions scaffold.

Participants may wish to refer to Handout 21-1, the key questions scaffold. Here they may examine the format of the scaffold.

Participants should be aware that using the key questions scaffold helps students integrate current information into their existing schemata.

Direct participants to the next slide to discuss Why the key questions scaffold could be used with struggling readers.


21


Slide # 22

Title of Slide:

Why use the Key Questions Scaffold?

Materials:

Handout 21-1









3. Explain Slide 22.

This scaffold is used:

When working with readers who have trouble comprehending at the literal level.

To present the new information helps integrate it into existing schemata.

When teachers need a quick, informal assessment tool to judge student reading performance on a text passage.


Participants should be informed about why they should use the key questions scaffold with struggling readers. Participants may refer to Handout 21-1 for format of this scaffold.

The Key Questions scaffold is used:

When working with readers who have trouble comprehending at the literal level.

To present the new information helps integrate it into existing schemata.

When teachers need a quick, informal assessment tool to judge student reading performance on a text passage.


22


Slide # 23

Title of Slide:

The Key Questions Procedure

Materials:

Handout 21-1









3. Explain the procedure for using Handout 21-1 The Key Questions Scaffold.

4. Explain the applications and versatility of the Key Questions Scaffold:

Presenting Information Orally

Note Taking of Main Ideas Summarizing of a Process


Participants should be informed about the key questions scaffold and procedure for using it.

Participants can refer to Handout 21-1 to see a sample key questions scaffold.

Key Questions Procedure:

1. Teacher models five key questions in a selection helping them process the basic elements of Who? What? When? Where? And How?

2. Students read and record information to answer the five key questions using the key questions worksheet.

3. Students may design a flipchart of notes.

4. Students present the information orally to the class.

5. Key Questions scaffold can be used for summarizing processes.

6. The Key Questions Scaffold is excellent for main idea note taking.

7. Refer to slide 24 for additional uses of this scaffold.



23


Title of Slide:

The Key Questions Scaffold: Student Worksheet

Materials:

Handout 21-1Handout 24-1Facilitator GuidebookFor Scaffolding Instruction Workshop








3. Explain Additional Uses of the Key Questions Scaffold below:

Students can work as individuals, pairs, small group or large group.

Excellent scaffold for identifying main and supportive ideas.

Can be used as an assessment tool

Can be used as a pre-writing activity.

Can be used as a large flipchart to display information.

4. Explain Concept Question Chains, see Billmeyer and Barton, pages 142-145

Participants should be informed about the key questions scaffold student worksheet.

Students can work as individuals, pairs, small group or large group.

Excellent scaffold for identifying the main and supportive ideas of a passage.

Can be used as an assessment tool.,

Can be used as a pre-writing activity.

Can be used as a large flipchart to display information.

Also: Explain Handout 24-1 Concept Question Chains

This information is detailed in Handout 24-1 of this guidebook


24


Slide # 25

Title of Slide:

Note Taking: Do It Yourself

Materials:










4. Continue to Slide 26.


Participants should be informed about note taking scaffolds.

Effective note taking is one of the most important skills students can develop.

Real value in note taking is revisiting the notes and reacting, organizing, and using them in some way.

Revisiting notes and using them in classroom instruction leads to deeper understanding and integration into one’s schema.


25


Slide # 26

Title of Slide:

Note Taking Do It Yourself.

Materials:












Participants should be informed about note taking.

There are many types of note taking systems. Any note-taking system should present information in an organized manner that can be adapted for verbal and visual presentations.


26


Slide # 27

Title of Slide:

Note Taking Using the R3 System.

Materials:












Participants should be informed about note taking using the R3 System.

Students perform the following actions in the R3 system:

Read the text passage.

Record important notes.

Respond to the notes by writing questions and answering those questions.

React by writing a summary about what they are learning.

Make associations to learn new material by linking to existing knowledge.


27


Slide # 28

Title of Slide:

Note Taking Using the R3 System

Materials:

Handout 28-1









3. Explain the format and four sections of the scaffold:

A. Notes

B. Questions and Answers

C. Reaction Summary

D. Associations

4. Explain the procedures for using this scaffold.

5. Continue to slide 29 After Reading Scaffolds


Participants should be informed about Note Taking Using the R3 System.

Participants should refer to Handout 28-1 for a sample format page of this reading scaffold.

Remind workshop participants that the real value in note taking lies in returning to the notes and Reacting, Organizing, Adding toUsing the notes in some way.

Procedures for using this scaffold.

1. Teacher and students should work on this scaffold together.

2. Teacher provides practice in the system of note taking.

3. Teacher provides utilizing experiences such as having the students use their notes to

Complete a project Solve a problem Write for a publication


28


Slide # 29

Title of Slide:

After Reading Scaffolds

Materials:





Refer to:

Billmeyer and Barton, Teaching Reading in the Content Areas, Pages 139-140, and 154-157.




3. The next two scaffolds are After Reading Scaffolds:

Think Aloud Strategy Writing to Learn The Last Word


Participants should be informed about after reading scaffolds.

Explain that these scaffolds facilitate the discussion and summarization of the reading passage.

1. Think Alouds facilitate the self- monitoring process during reading and allows for retelling the passage.

2. Writing to Learn scaffolds make the important reading to writing connection which in turn increases comprehension of the reading material.

3. The Last Word- is a writing scaffold, which helps students personalize their learning needs.


29



Think Aloud Strategy

Materials:









3. Explain the definition of think aloud strategy as presented on slide 30.

4. Continue to slide 31.



This scaffold helps students understand the thinking required by a specific task.

The teacher models the thinking process as she/he reads aloud.

Students see how the teacher constructs meaning from unfamiliar vocabulary, and new text content.


30



Think Aloud Strategy Scaffolding

Materials:









3. Explain the think aloud process as described on slide 31.



Participants should be informed about think aloud scaffolding.

The think aloud includes the following reading activities:

Reading aloud

Developing questions

Verbalizing thoughts

Making predictions as you read

Explaining how one connects new content with prior knowledge.


31




Handout 33-1

Materials:









3. Explain Slide 32, continue to slide 33.

4. Participants should be directed to Handout 33-1 for the next slide.


Participants should be informed about coping strategies they can model in think aloud readings which include:

Making predictions

Forming a hypothesis

Creating analogies

Verbalizing Fix-Up

Strategies

Using retelling to review a process or procedure.


32



Think Aloud Guide Sheet

Materials:

Handout 33-1









3. Explain the guide sheet noting that students can complete the sheet during or after the reading process.

4. Handout 33-1 is a student self-assessment guide, which will provide reminders of reading coping strategies to the reader.

5. Note the procedure for conducting a think aloud scaffolding session with students detailed in column 3 on this page.


Participants should be informed about Handout 33-1.

1. Explain that reading is a complex process that involves thinking and sense making.

2. Select a passage to read aloud to the class which contains points that the students might find difficult to read.

3. Develop questions you would ask yourself that will show what you think as you confront these problems while reading.

4. As you read verbalize your thoughts to the class, questions you have developed, and the process you use to solve comprehension problems. It is helpful to alter the tone of your voice so that students know when you are reading and at what points you begin and end thinking aloud.

5. Explain the coping strategies such as those listed on Handout 33-1.


33


Slide # 34

Title of Slide:

Writing to Learn Strategy

Materials:




Facilitator Readings:





3. Explain slide 34. This is an introductory slide which presents an overview of the Writing to learn activities.



Participants should be informed about writing to learn activities.

Writing to Learn activities:

Can be incorporated across the curriculum.

Helps students personalize learning.

Encourages high-level thinking skills.

Assists in helping students construct meaning from the text.

Writing activities are brief.


34


Slide # 35

Title of Slide:

Writing to Learn Strategy Steps

Materials:









3. Explain slide 35. This is an introductory slide which presents strategy steps of the Writing to learn activities.



Participants should be informed about the strategy steps ( procedures) in using writing to learn scaffolds.

1.Select the concept you want students to explore.

2. Assign the Writing to learn activity anytime during the class.

3. Give students three to five minutes think time to consider a response.

4. Have students write five minutes on the topic.

5. Discuss responses.


35


Slide # 36

Title of Slide:

Writing to Learn Strategy

Materials:Handout 36-1Facilitator GuidebookFor Scaffolding Instruction Workshop








3. Explain slide 36. This is a slide which presents strategy rationale of using the Writing to Learn activities.

4. Discuss Handout 36-1: Additional Writing To Learn Strategies as detailed on this handout.



Participants should be informed about how the writing to learn strategy is useful in increasing reading comprehension

Writing to learn discussion can be centered on the written response.

Writing to learn helps students reflect on information under discussion.

Writing to learn can be effect in helping Students construct summaries of their reading assignment.

Refer to Handout 36-1: Additional Writing to Learn Strategies:

These strategies include:

a. Prereading : Alphabet soup, Problematic Situations, and Yesterday’s News.

b. After Reading: Read all Instructions before operating, And the winner is…


36



The Last Word Strategy

Materials:

Handout 38-1









3. Slide 37 is an introductory

slide on this scaffold. Tell participants to refer to Handout 38-1 The Last Word Scaffold to see format of this guide.

4. Continue to Slide 38 and show an on screen sample of the last word scaffold.


Participants should be informed about the last word strategy scaffold procedures.

1. The Last Word is a writing to learn activity used at the end of a discussion or reading.

2. Students spend the last ten minutes of class completing the Last Word Writing guide.

3. In the guide, students write the teacher a brief letter about information they do not understand, need clarified, or reviewed.

4. Students also spend a time summarizing key points they learned form today’s lesson.


37



The Last Word Strategy Guide

Materials:

Handout 38-1









3. This slide is a sample of Handout 38-1. Include that this scaffold can be used on a daily basis with classes.

4. Include this statement with slide 38.

In addition to revealing to

students what they do not

know, this writing task can

inform the teacher about

what specific information

needs to be reviewed or

clarified during the next

lesson.


Participants should be informed about Handout 38-1.

Refer participants to this guide and include this statement:

In addition to revealing to

students what they do not

know, this writing task can

inform the teacher about

what specific information

needs to be reviewed or

clarified during the next

lesson.


38



Writing to Learn Guidelines

Materials:









3. Explain the guidelines for Writing to Learn Scaffolds.

4. This is a summary and review slide.

5. Continue to Slide 40 for a summation of this workshop.


Participants should be informed about a summary of writing to learn guidelines.

1.Identify appropriate topic and writing activity.

2.Keep content the central focus.

3.Provided sufficient writing time.

4.Design the writing activity to review, question and summarize knowledge.

5.Provide time to students to discuss their written responses.


39



Scaffolding Instruction Review

Materials:








3. Note resources found on slide 41.

4. Show slide 41: Resources.

Shown below:


Participants should be informed about the summary of this workshop.

In this program, we have presented:

1.A rationale for scaffolding.

2.A reading framework for using scaffolding: before, during and after the reading process.

3.Six scaffolding activities teachers can integrate with their content reading assignments.


40


Scaffolding Instruction Workshop Handouts

All handouts in this section of the guidebook should be duplicated as part of conducting the Scaffolding Instruction Workshop.

Handout 14-1 The Two Minute Preview

Handout 19-1 K-W-L Scaffold

Handout 21-1 Key Questions Scaffold

Handout 24-1 Concept Question Chains

Handout 28-1 Note Taking Using the R3 system

Handout 33-1 Think Alouds

Handout 36-1 Additional Writing To Learn Strategies

Handout 39-1 The Last Word


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Scaffolding Instruction Workshop Handout 14-1The Two Minute Preview

Name ______________________________ period ____

1. Introduction and Vocabulary: What is the author talking about? Are there any new vocabulary words in this passage which are in bold or italics?______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. Heading and Subheads: What are the topics of these sections? __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. Graphs, Charts, Maps and Tables: Do I understand how to interpret this information? ______________________________________________________________________________________________________________________________________________________________________________________________________

4. Margin Notes: What kind of information do they provide? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

5. Summary: Does the reading have a summary paragraph or page? __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

6. Questions: What questions do I have about this reading and can I make any predictions? _____________________________________________________________________________________________________________________________________________________________________________________________________


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Scaffolding Instruction Workshop Handout 19-1

The K-W-L Worksheet

KWhat we know

WWhat we want to

find out

LWhat we learned and still need to

learn


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Scaffolding Instruction Workshop Handout 21-1: Key Questions

Who What When Where How


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Scaffolding Instruction Workshop Handout 24-1Concept Question Chains: A Reflective Reading Strategy

What is it? The Concept Question Chain is similar to Key Questions in that both require students to use higher order thinking skills when they formulate responses to questions about what they have read. As such, it is a valuable tool for in-class and independent reading. The Concept Question Chain consists of three levels of questioning: literal, interpretative, and applied. All questions are designed to help students grasp the meaning of the text-based concept or theme and apply it to another situation (Billmeyer &Barton, p.142).

How to use it:

1. Select one important concept or theme from the text about which you want students to have a thorough understanding.

2. Construct questions about this concept at each of the three levels:

a. Right There Questions or literal questions which the reader can locate and put his finger on the answer in the text. Questions can begin with: “Who is”, “where is,” “what is,” “when is,” “what is,” “ how many,” “when did,” “name,” and “what kind of.” There is just one right answer to the question and it can be stated in a few words.

b. Think and Search Questions or interpretative questions ask the reader to make inferences and discerns relationships about the author’s ideas. The answers are found in the text, but require the reader to connect ideas located in different parts of the text. Questions can begin with the words such as: “summarize,” “contrast,” “explain,” “find two examples of,” “why did,” “how did,” and “what caused.”

c. On My Own Questions or applied questions expect the reader to evaluate text-based information, or apply it to a different situation or context. The answers to these questions are found beyond the text in conjunction with the reader’s prior knowledge. Questions begin with phrases such as: “what do you think about,” “prove,” “apply,” “what if,” “what would you do if,” “evaluate,” how would this be different if,” and “suggest.”

3. Write questions that will cause the students to connect ides and understand the concept. Provide students with a question at each level to guide their reading and to show them that you want them to read more than at the literal level alone. Encourage structured note-taking that addresses the questions you have posed.

4. After students have read the selection, lead a discussion using the questions you have developed. As students become more proficient at answering your questions, encourage them to compose questions on their own for use in understanding of the reading and to guide their classroom dialogue during discussion of the reading.


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Scaffolding Workshop Handout 28-1: Note Taking Using the R3 System

Reactions:

Make Associations to learn new material:


Notes Questions & Answers

46


Scaffolding Instruction Workshop Handout 33-1Think Aloud Self-Assessment

Think Alouds:Assessing My Use of the Think Aloud Strategy

While I was reading, how much did I use these “ think aloud” strategies.

Not Much A Little Most of the

timeAll of the time

Making and Revising Predictions

Forming Mental Pictures

Connecting what I read to what I already know

Creating analogies

Verbalizing confusing points

Using Fix-up Strategies


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Scaffolding Instruction Workshop Handout 36-1Additional Writing to Learn Strategies

This page lists a few more Writing to Learn Strategies you may wish to try in your classroom reading lessons. The writing activities listed below are intended to be brief, can be assigned at any point during the class period, and help students construct meaning about what they read.

Prereading Activities:

1. Alphabet Soup. This activity can be used to activate students’ prior knowledge. On the first day of a unit, have students work in groups to complete the K-W-L Scaffold (Handout 19-1). After the groups have worked together on the K-W-L scaffold, each student should spend five minutes writing about their prior knowledge. If the information is new to the student, have students write on their first impressions they have about the subject. This writing activity can be shared with the class; or kept as a learning log activity.

2. Problematic Situations. Instead of having students discuss potential solutions to a problematic situation, have each student write his/her own solution to the problem. Discuss student solutions.

3. Yesterday’s News. This is a review and writing exercise. Have students spend five minutes writing a note to student who missed a previous class. In the note, students explain how one idea they learned in the class is important to their lives.

After Reading Activities:

1. Read All Instructions Before Operating! Have students write instructions for how to solve a problem or skill they have just learned.

2. And the Winner Is… This activity works best at the end of a unit, as it is a student-led form of review. Have student brainstorm on the following: The publisher of the textbook we use wants to know which individual or concept included in the chapter/ unit had the greatest impact on your life and why. Once the students have brainstormed, have each student write a letter to the publisher identifying his/her choice and cite reasons for the nomination. Nominations will be considered on the persuasiveness of each argument.


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Scaffolding Instruction Workshop Handout 39-1The Last Word

Name____________________________________________

Class________________ Date ________________________

Today, I understood ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Today, I did not understand ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


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Slide # of presentation€¦ · Web viewSlide 37 is an introductory slide on this scaffold. Tell...

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