Tag Archives: Examples

Choosing the Right Scaffolds for Individual Students

As an English teacher, I am always thinking strategically to sequence reading and writing assignments. As I plan these assignments I also must consider what scaffolding I will provide for students to build skills, while at the same time, make writing instruction manageable.

My students are reading books with social justice themes and to show their thinking about their reading, I had students to trace the protagonist’s actions and beliefs throughout the book against Gandhi’s principals.  Additionally, students were to show how these principals contribute to overall theme or central idea of the book. 

The on demand, short response writing assignment was: Choose a quote from Gandhi that you feel best exemplifies the protagonist and their experiences in the book.  Be sure to include two or more textual details to support your claim. Follow the ACE Strategy (Answer – Cite – Elaborate & Explain):

For some of my students, this is a complex task and I provide scaffolding in the form of a graphic organizer to better help them articulate their thinking. Scaffolding is an instructional technique where the teacher models the desired learning strategy or task. Graphic organizers help to break down a task into small parts to support student thinking. Note the graphic organizer created for the Gandhi short response:

Additionally, depending on the needs of your students, revision options or requirements can be a great way to incorporate more writing and support.  The need to implement a scaffold occurs when you realize a student is not progressing or unable to understand a particular concept. Examples are another scaffolding strategy to show models and mentor writing for students struggling to meet the learning targets. I often showcase student models to teach back to the whole class in a mini-lesson and provide an example of writing that meets the learning standard like the student example below. 

Pyramid of Hate

When more scaffolding is necessary, advanced organizers and sentence frames that are partially completed can guide students with the necessary format or academic vocabulary to improve their writing. In the revision document I created below, I provide students sentence stems and specific vocabulary to show the relationship between the protagonist and Gandhi. Hints are also included on the revision document to offer suggested vocabulary and clues to make visible student thinking about the text.

Scaffolding comes in many forms. The idea is to provide the right scaffold at the right time to help students become independent learners. Eventually, students should be able to create their own scaffolding tools to help them meet the learning goals.

Tagged , , , , ,