Are you down with ZPD? Scaffolding to reach the needs of diverse learners Katherine Iraheta 1.
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Are you down with ZPD?
Scaffolding to reach the needs of diverse learners
Katherine Iraheta
Economics!
Complete the sentences to explain 3 ways how this lesson could improve…
Turn & Talk• Share with your neighbor your 3
reflections• Choose one of your best (or the
best) to share out
1. To determine scaffolding’s role with the Common Core
2. To explore why not all learners internalize information at the same rate
3. To develop a range of scaffolding techniques to meet students’ individual needs
4. To provide examples of what scaffolding is & what it is not
Objectives…
Congratulations!
Award: Trip to Paris, France December 30, 2012 – January 5, 2013PAID/TAKEN CARE OF:-Hotel-Round-trip Airfare & €200 Transportation Stipend-Meal Allowances €50/day-Cultural Exploration allowance €1000-Substitute & Sub plans
STIPULATIONS…• Attend a French lecture (1/2/12)
a “l'universite de sorbonne” about adolescent education
• Share out what you learned back in USA
• Complete walkthroughs at a French Public School (1/3/12)•Share your feedback with the French Administration at the school•Can bring 1 other person with you (split funds; airfare provided)5
What will you need to be successful?
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Success Graphic Organizer
Needs for being successful on my trip to France
(with _____)
1. Meet basic needs (food,
shelter, clothing,
etc...)
2. Listening to lecture in French & how you will share back at your school
with your colleagues
3. Walking through a French Public School to provide feedback
4. Meet social needs
(entertainment, tourism, etc...)
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3 minutes to brainstorm 2 to chat with a peer/trio 1 to call out & check off
3, 2, 1… Leader has, do I have?
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Between 2 volunteers for set amount of time Repeat the phrase, “I like to be independent
when…” & finish with your own thoughts Wait until the next person shares before you
jump in If you agree, applaud briefly (3-5 claps)
Ping Pong
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Instructional Scaffolding
Teach Model Practice Apply
Increasing Independence
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Group Scaffolding
Whole Class Small Group Partners Individual
Increasing Independence
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Scaffolding Techniques
BUILDING INDEPENDENCE
Taking students from where they are to the next level.
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Interpreting ACCESS for ELLs® Scores 13
WiDA ACCESS Scores & Can Do Descriptors…WiDA ACCESS Scores & Can Do Descriptors…
On your index card, brainstorm everything you know about LEP testing/data
Interpreting ACCESS for ELLs® Scores
Consult the Solution Stations Consult the Solution Stations
To find out more about WiDA & Can Do Descriptors:
1. Move to a station2. Leave your note card at your table3. Read up on your topic4. Come back and write down what you recall
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Foundations, Frameworks and Tools for Serving ELLs 15
ACCESS Test
All LEP students in NC are given the ACCESS Test for English Language Learners annually from February to March.
The ACCESS is designed to monitor the progress of student’s English language development.
The test covers the Language of Math, Science, Social Studies, Language Arts, and Social and Instructional Language.
The test scores, though not the only piece of data, are a valuable indicator of the student’s English Language Proficiency.
Foundations, Frameworks and Tools for Serving ELLs 16
The Four Language Domains
Listening
Speaking
Reading
Writing
Foundations, Frameworks and Tools for Serving ELLs 17
How to use ACCESS test data?
Eligibility for accommodations on State Tests
A criteria for ESL Program enrollment
LEP Exiting Criteria
AND MOST IMPORTANTLY… To build and design instruction and assessments (both inside and outside of ESL classroom)
Foundations, Frameworks and Tools for Serving ELLs 18
Rubric
Students are graded on a rubric incorporating the following levels:
These levels inform teachers, in part, of what to expect from students in regards to the development of content area language.
Interaction of Performance Level: Definitions and ELLs’ Abilities
Language Proficiency (Performance Level Descriptions)
1 Entering
2 Beginning
3 Developing
4 Expanding
5 Bridging
Performance
Levels
L 1
L 2
L 3
L4
L 5
Linguistic Complexity
Vocabulary Usage
Language Control
Presentation Name / 19
Given the LEP Rosters & the WiDA Can Do Descriptors…* For specific students, you can determine which scaffolds are appropriate for every instructional activity
Does not have to be with only LEP students Can use Can Dos for Non-LEP whose data on EOGs, formal/informal assessments, exemplifies that they have different listening, speaking, reading, & writing skill sets
COMBINE & APPLY
Presentation Name / 20
Let’s plot some points!
Let’s plot some points!
Let’s plot some points!
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Take a Break
See you in 5 minutes
Consider the following sentences…1. El uso de la bicicleta ha logrado mejorar el
medio ambiente y a cambiar la estructura de ciudades.
2. La bicicleta es grande.
Count how many words you know in each sentence.
Word Knowledge Correlates with Comprehension“In today’s terms this means that the number of words known [by students] predicts how… learners perform on high stakes tests that call for any type of reading comprehension.”
“Unless students know 85-95% of the words they are reading, comprehension will be stifled.”
Calderon, Margarita. Teaching Reading to English Language Learners, Grades 6-12: A Framework for Improving Achievement in the Content Areas. Thousand Oaks, CA: Corwin Press, 2007. Print.
SCAFFOLDING… A PRE-TEACH IN 7 STEPS….
1.(Instructional) Scaffolding
SCAFFOLDING… A PRE-TEACH IN 7 STEPS….
2. “To use scaffolding as an instructional tool, the teacher provides tasks that enable the learner to build on prior knowledge and internalize new concepts. The teacher must provide assisted activities that are just one level beyond that of what the learner can do independently. Once learners demonstrate task mastery, the scaffolding is decreased and learners accept responsibility.”
"Scaffolding." Scaffolding. N.p., n.d. Web. 15 Oct. 2012. <http://www.learnnc.org/lp/pages/5074>.
SCAFFOLDING… A PRE-TEACH IN 7 STEPS….
3. Scaffolding is an instructional technique, in which a teacher provides individualized support by incrementally improving a learner’s ability to build on prior knowledge.
SCAFFOLDING… A PRE-TEACH IN 7 STEPS….
4. In other words, “Instructional scaffolds are temporary support structures teachers put in place to assist students accomplish new tasks and concepts they could not typically achieve on their own.”
SCAFFOLDING… A PRE-TEACH IN 7 STEPS….
5. Say 3x!
Scaffolding! (happy)
Scaffolding! (angry)
Scaffolding. (whisper)
SCAFFOLDING… A PRE-TEACH IN 7 STEPS….
6. Tell your partner about a time you were given scaffolding to understand something.
OR
Think of a time you provided scaffolding to someone who needed to understand something.
SCAFFOLDING… A PRE-TEACH IN 7 STEPS….
7. Let’s remember that s-c-a-f-f-o-l-d-i-n-g comes from a building construction reference but we want to think about its building of knowledge context.
1. Teacher says the word.2. Teacher states the word in
context from the text.3. Teacher provides the
dictionary definition(s).4. Explains meaning with
student-friendly definitions.5. Asks students to repeat the
word 3 times.6. Engages students in
activities to develop word/concept knowledge.
7. Highlights features of the word: polysemous, cognate, tense, prefixes, etc.
1. Weather can have a big effect on your life.
2. Say effect 3 times.3. The result or consequence
of something.4. Influence, or the power to
make something happen.5. Two cups of coffee in the
morning have a big effect on me -- I can’t sleep at night!
6. What has had a big effect on your life recently? TTYP
7. How do we spell effect? What other word is similar?
Teaching Concepts/Vocabulary
More Examples for Step #6
Question, Reasons, Examples• If you are studying for a test, you need to do it persistently. What
else do you need to do persistently?
• Say faithful if it applies:– A cat who always comes home before dark.– A brother who takes care of his sister.– A girl who has 3 boyfriends.– You provide an example for us.
Making Choices & Review• What would you do - feel fortunate
or feel unfortunate if you:– won a million dollars?– had to clean somebody
else’s mess?– got a hug from your favorite
movie star?– were told you had 3 months
of vacation?• Applaud if you’d like to be
described by the word: faithful, stubborn, awesome, awkward, impish, stern, illuminated.
Thinking back to our practice with Instructional Scaffolding, how could we use the 7 Steps to Pre-Teach Vocabulary as a scaffold for our students?
Thinking back to our practice with Instructional Scaffolding, how could we use the 7 Steps to Pre-Teach Vocabulary as a scaffold for our students? • I can picture using the 7 Steps with (Name of
student or students) because (he/she/they)….
• What I like about the 7 Steps is…
Will scaffolding be the same for each student?
Give me 3 reasons why you say, “yea,” or “nay.”
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Zone of Proximal Development
The distance between the individual’s actual and potential development level.
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Stages of the ZPD
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Take a Break
See you in 5 minutes42
How To Scaffold•
•
•
•
•
Model
Provide constructive feedback
Activate prior knowledge
Build background
Use supports– Sensory
– Graphic
– Interactive
– Language43
helps students accesscomplex texts directly.
allows the reader a firstencounter with minimalclarifications.
guides the reader with follow-up support.
encourages re-reading.
Scaffolding doesn’t mean…• compromising the integrity of the standards • replacing the text.
• telling students what they are going to learn.
Scaffolding…
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TEACHER RESPONSIBILITY
STUDENT RESPONSIBILITY
Focus Lesson
Guided Instruction
“I do it”
“We do it”
“You do it together”Collaborative
Independent “You do it alone”
A Model for Success for All Students Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.
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Examples of Scaffolding
Modeling/Demonstrations
Realia and Multi-media
Hands-onManipulatives
Pictures
Visuals
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Scaffolding: OrganizersVenn Diagram
Concept Map
Sequence
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Scaffolding Techniques http://www.online-utility.org/text/analyzer.jsp
VERBAL TECHNIQUES
ParaphrasingPutting text into your own words for easier understanding
RecastingRestate the students response in correct English
Using “Think-Alouds”Model thinking through problem solving verbally
Key VocabularyClarifications and definitions
Slowing Speech, Increasing Pauses, and Speaking in PhrasesProvide time to process information
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Exit Ticket 1
Complete the 4 square summary & feedback form, please
Scaffolding & Differentiation with Data WiDA ACCESS Process example
• Students take assessment in 4 language modalities
• Scored• Shared
back with District
• Interpret individual ACCESS scores
• Plot on appropriate level for each language modality (Can Do Clusters)
• 1 student per sheet
• Unpack the standards for the lesson
• Determine your activities
• Use the Can Do Clusters to scaffold
• Be sure to differentiate
• Create differentiated activities off of non-mastery from pre-assessments
• Example: Tom vs. Tina (matching vs. 1 word)
• Where are they now?
• What do they need?
• How will they get there?
AnalyzeAssess Build Teach Evaluate
Don’t be a Ben Stein!You’re better than that.
Dessert NuggetsApart from any breakout session specific “exit ticket,” we are asking you to share back with your school-based colleagues a takeaway/highlight from your session. Before you leave for lunch…1. Write on a sticky note what you want to
highlight (Example: “7 Steps to Pre-teaching Vocabulary”)
2. Look for your school’s poster & stick your note on it before leaving to eat
After lunch…1. Take a moment to share with your
colleagues your “nuggets” (favorite feature)
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Works Cited
Thank You
katherine.sobiesiak@cms.k12.nc.us
"CAL: Topics: English Language Learners." CAL: Topics: English Language Learners. N.p., n.d. Web. 16 Oct. 2012. <http://www.cal.org/topics/ell/>.
Calderon, Margarita. Teaching Reading to English Language Learners, Grades 6-12: A Framework for Improving Achievement in the Content Areas. Thousand Oaks, CA: Corwin Press, 2007. Print.
"COMMON CORE STATE AND NC ESSENTIAL STANDARDS." Common Core State and NC Essential Standards. N.p., n.d. Web. 16 Oct. 2012. <http://www.ncpublicschools.org/acre/standards/>.
"English Language Development (ELD) Standards." WIDA English Language Proficiency (ELP) Standards: Download the 2007 Edition and Resource Guide. N.p., n.d. Web. 16 Oct. 2012. <http://www.wida.us/standards/eld.aspx>.
Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.
Fisher, Douglas, and Nancy Frey. ""Guided Instruction"" Scaffolds for Learning: The Key to Guided Instruction. N.p., n.d. Web. 16 Oct. 2012. <http://www.ascd.org/publications/books/111017/chapters/Scaffolds-for-Learning@-The-Key-to-Guided-Instruction.aspx>.
"LANGUAGE ARTS." English/Language Arts. N.p., n.d. Web. 16 Oct. 2012. <http://www.ncpublicschools.org/curriculum/languagearts/>.
"Scaffolding." Scaffolding. N.p., n.d. Web. 15 Oct. 2012. <http://www.learnnc.org/lp/pages/5074>.
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