2. Scaffolding the Complex Texts Required by CCCSS for ELD/ELA ELD CIA 13 February 2013 Lisa Burgess, ELD DWAST

3.  By the end of today’s ELD CIA session, I will be able to define scaffolding and apply the definition in order to evaluate the means by which I scaffold grade-level text as evidenced by my annotations, discussion/responses and text complexity rubric rating of text exemplars. Daily Learning Target

4. What is needed to make complex text accessible? Brainstorm at your table: According to____________, ELD students need ________ to make complex text accessible.

5. 4 Scaffolding is the answer—but what is meant when educators say “scaffolding”?

6. Scaffoldin g __________ states that scaffolding is... whereas ____________ indicates that scaffolding is not...

7.  Creates the contexts and supports that allow students to interact in their zone of proximal development (ZPD);  Refers to both a special, supportive way of interacting and to a temporary structure that assists learning;  Is both a process and a structure (Walqui & Van Lier, 2010). Scaffolding The Academic Success of Adolescent English Language Learners, 2010) Scaffolding: Theoretical Intent

8. Scaffolding includes:  Learning tasks that promote autonomy;  Teacher interactions that promote autonomy;  Interactions beyond “Expert-Novice” that scaffold learning;  Six basic strategies: Text Representation, Metacognitive Development, schema building, Contextualization, Bridging, and modeling (Walqui, 1992);  And other features of pedagogical scaffolding for ELLs: planned to improvised. What We Know About Scaffolding

9.  Non-text sources ◦ For example, multi-media and class discussions, build the foundation of vocabulary, language and content knowledge  Easier, supplemental texts ◦ can provide instructional-level reading material  Instructional scaffolding activities ◦ For example, teacher-facilitated read-alouds, discussion of text excerpts, partner reading, peer coaching  Explicit instruction ◦ on vocabulary, text structure, & comprehension strategies  Multiple texts --More at K-12 Teacher: Building Comprehension in the Common Core 8 Scaffolding to Support Students’ Ability to Read Increasingly Complex Texts

10.  The scaffolding terms used today are adapted from Hammond and Gibbons (2005) who refer to “designed‐in”(planned) and “interactional” scaffolding. (Putting scaffolding to Work: The Contribution of Scaffolding in Articulating ESL Education, Hammond & Gibbons, 2005) 9 Scaffolding Common Knowledge: there are many ways to categorize scaffolding.

11.  Designed‐in (or planned) scaffolding refers to the support teachers consciously plan in advance. 10 Designed-in Scaffolding (Putting scaffolding to Work: The Contribution of Scaffolding in Articulating ESL Education, Hammond & Gibbons, 2005)

12. Examples of planned scaffolding that teachers prepare in advance during their lesson and curriculum planning in order to support access to academic content and linguistic development include, but are not limited to, the following:  Taking into account what students already know, including primary language and culture, and relating it to what they are to learn;  Choosing texts carefully for specific purposes (e.g., motivational, linguistic, content); (Putting scaffolding to Work: The Contribution of Scaffolding in Articulating ESL Education, Hammond & Gibbons, 2005) 11 Text Selection: Designed-in or Planned Scaffolding

13.  Providing a variety of collaborative grouping processes (strategic, purposeful grouping);  Constructing good questions that promote critical thinking and extended discourse; and  Providing students with language models, such as sentence frames/starters, academic vocabulary walls, language frame charts, exemplary writing samples, or teacher language modeling (e.g., using academic vocabulary or phrasing). (Putting scaffolding to Work: The Contribution of Scaffolding in Articulating ESL Education, Hammond & Gibbons, 2005) 12 Planned Scaffolding: Unpacking Text

14.  Selecting and sequencing tasks, such as modeling and explaining, and providing guided practice, in a logical order (Gradual Release of Responsibility/GRR);  Using a range of information systems, such as graphic organizers, diagrams, photographs, videos, or other multimedia to enhance access to content;  Frequently checking for understanding during instruction, as well as gauging progress at appropriate intervals throughout the year; (Putting scaffolding to Work: The Contribution of Scaffolding in Articulating ESL Education, Hammond & Gibbons, 2005) 13 Planned Scaffolding: Student Engagement

15.  Interactional scaffolding refers to the support teachers provide contingently through dialogue during instruction or other interaction. (SBAC, October 5, 2012) 14 Interactional Scaffolding

16. 15 Interactional Scaffolding During lessons, as teachers and students pose questions, clarify ideas, add new information, etc., interactional scaffolding occurs organically as a result of the interactive learning process.

17.  This planned scaffolding in turn allows teachers to provide just‐in‐time scaffolding during instruction, which flexibly attends to students’ needs as they interact with content and language. Note: All four of these just-in-time scaffolding practices require a teacher to be the facilitator and make in-the moment adjustments to instruction based on student responses. 16 Just-in-Time Scaffolding

18. Examples of just-in-time of scaffolding include:  Prompting a student to elaborate on a response to extend his or her language use and thinking; (i.e., constructing complete idea sentences using targeted vocabulary) ; 17 Scaffolding

19.  Paraphrasing a student’s response and including target academic language as a model while, at the same time, accepting the student’s response using everyday or “flawed” language; (but explicitly stating the difference in registers and when to use each type of language); 18 Scaffolding

20.  Adjusting instruction on the spot based on frequent checking for understanding; 19 S Scaffolding

21.  Linking what a student is saying to prior knowledge or to learning to come (previewing). 20 Scaffolding

22. Four Just-in-time Scaffolding Practices Prompting a student to elaborate on a response to extend his or her language use and thinking; Paraphrasing a student’s response and including target academic language as a model; Adjusting instruction on the spot based on frequent checking for understanding; Linking what a student is saying to prior knowledge or to learning to come (previewing).

23. 22 Scaffolding

24.  Greater scaffolding is provided at the beginning of tasks.  Scaffolding supports an increasing level of text complexity.  Include a plan for removing the scaffolding. 23 Finally, Timing Matters

25.  The most challenging elements in scaffolding at-level text for ELD teachers will be…  The most difficult text elements for ELD students will be…  If I were to summarize the focus of this ELD Text Complexity Scaffolding Professional Development Session, I would say…  I still don’t understand… 24 Reflection—chose one to write about

26.  ACT Reports: http://www.act.org/http://www.act.org/  Reading Between the Lines: What the ACT Reveals About College Readiness in Reading, 2006  The Condition of College & Career Readiness, 2011  Hammond, J. & Gibbons, P. Putting Scaffolding to Work: The Contribution of Scaffolding in Articulating ESL Education. Prospect Vol. 20, No. 1 April 2005. K-12 Teacher: Building Comprehension in the Common Core. http://www.edweek.org/media/24information-haveyouever.pdf. Accessed 02 February 2013. http://www.edweek.org/media/24information-haveyouever.pdf Walqui, A. & Van Lier, L. Scaffolding The Academic Success of Adolescent English Language Learners. WestEd: 2010. Works Cited