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scaffolds for English Language Learners. Some scaffolds I have already done and uses
use graphic organizer etc. However, I never knew that the New York State ESL
standards or New Language Arts Progressions had ideas for scaffolding a lesson based
Taking our time to look at these and create lessons according to their
of certain language and content objectives students should be able to complete based
Based on their level it gives a suggestion on how to modify the work to help them
learning the English Language. For example, based on Common Core Grade 7
Standard (RI.7.1): Cite several pieces of textual evidence to support analysis of what
the text says explicitly, as well as inferences drawn from the text, a student who is
entering needs a scaffold that helps them organize pre-taught words and phrases on an
evidence based graphic organizer to cite textual evidence that supports analysis of a
text. While a student who is expanding needs; a scaffold to help them organize
Understanding the students progression and capability helps the teacher modify
the work to their level. It gives a better understanding of what the student should be able
to do. These are only suggestions but often times we get stuck using the same
scaffolds. Looking at the New Language Art Progressions gives some new ideas or
reminders. This helped me the most when I taught my tutee who is in the seventh
grade. I was able to provide them with many scaffolds and differentiate it for both of
them. I taught them about the American Revolution, specifically the Battle of Saratoga.
As I was planning the lesson I knew I needed to find a text that they would be able to
read and comprehend. Then I decided to use word cards with pictures to help them
learn new vocabulary words. I taught them how to go back to the text to identify the text
information but using highlighters and then transferring the information to a graphic
organizer. Analyzing the text, through scaffolds, was critical in this lesson sequence