Scaffolding So All Learners Achieve the Core Presenter: Nicole A. Zdeb, Director of Academic Services at NWEA

Welcome and Introductions Importance of Scaffolding Focus on ELA scaffolding techniques Small Group Activity Session: Practice scaffolding Direct Vocabulary Instruction Small Group Activity Session: Identify Target Vocabulary Words Take-away: Scaffold Evaluation Worksheet Take-away: Direct Vocabulary Instruction Agenda

Improves learning outcomes for ALL students. But not all students need the same kind of scaffolding. Importance of Scaffolding

CHALLENGE—ALL students need scaffolds in their challenge zone. Skill Development—Some students need scaffolds to work on grade- level material Practice and Support—Some students need scaffolds at every level Scaffolding to Meet Instructional Need

Individual Activity How do you help learners access and engage with challenging texts?

Scaffolding to Meet Instructional Need Small Group Activity Scenario 1: High performing 7 th grader doing a report on the history of dancing. Scenario 2: good 9 th grade reader doing a cross-disciplinary unit on Rome. Scenario 3: struggling 12 th grade reader due to language barriers (ELL).

Direct Vocabulary Instruction It is widely accepted among researchers that the difference in students’ vocabulary levels is a key factor in disparities in academic achievement but that vocabulary instruction has been neither frequent nor systematic in most schools (Biemiller, 2001; Durkin, 1978; Lesaux, Kieffer, Faller, & Kelley, 2010; Scott & Nagy, 1997).

“We don’t learn words. We learn semantic networks. We learn words in a web of relationships. A progression of comprehension therefore entails expansion of that network—learning more words and learning more about those words”… (from The Progression of Reading Comprehension by P. David Pearson and David Liben) Direct Vocabulary Instruction

Tier 1 These words are basic vocabulary or the more common words most children will know. Tier 2 words: Less familiar, yet useful vocabulary found in written text and shared between the teacher and student in conversation. These words are more precise or subtle forms of familiar words and include multiple meaning words. These words are found across a variety of domains. Tier 3 words: CCSS refers to these words as “domain specific;” they are critical to understanding the concepts of the content taught in schools. Generally, they have low frequency use and are limited to specific knowledge domains. Examples would include words such as isotope, peninsula, refinery. They are best learned when teaching specific content lessons, and tend to be more common in informational text. Adapted from Achieve the Core materials. What is Academic Vocabulary?

General Instructional Guidance TIERApproachTechniques Tier 1Explicit instruction not often needed. Tier 2Embedded instruction—during the course of reading. Doesn’t need to be a TARGET. Let student guide needs. word-learning strategies that use cognate knowledge, context, dictionaries, and morphology Tier 3Explicit, targeted instruction.Multiple modalities: language, gestures, and visuals: images. Have students engage with vocab through WRITING, LISTENING, and SPEAKING

 choosing a small set of academic vocabulary words for in-depth instruction  teaching vocabulary in depth using multiple modalities (writing, listening, and speaking);  teaching students word learning strategies to help them independently figure out the meanings of words (Baker et al., 2014, p. 6) Direct Vocab Instruction

Individual Activity Which words would you identify from the reading as ripe for EXPLICIT INSTRUCTION? --low frequency --not encountered across disciplines, perhaps --critical to understanding concepts Which words?

Scaffolding doesn’t just happen. 100% teacher-driven. Take the time to know your texts. You will feel more empowered as a teacher. The results will soon be evident: your kids are growing, achieving the “Core,” and more importantly, their dreams.

Thank you for your time. Keep in touch!