Scaffolding Strategies

Strategies /
Activating Prior Knowledge Strategies: Predicting & Connecting
  1. Anticipation Guide

  1. First Lines

Active Teaching Strategies: Modeling & Explicitly Teaching
  1. Toolkits

  1. Concept Sort

  1. Visual Vocabulary Cards

  1. Frayer Model for Vocabulary

Guided Practice: Checking for Understanding
  1. Double Entry Journal

  1. Question Ladder

  1. Partner or Group Discussion

  1. Response Techniques

Independent/Group Practice: Self-Monitoring
  1. Rubric for Student or Group Work

  1. Self-monitoring Checklist

Anticipation Guide

Why? An Anticipation Guide is a strategy used to activate prior knowledge and provide an anticipatory set about a lesson or topic. Before reading a selection, students respond to several statements that challenge or support their preconceived ideas about key concepts in the text. This stimulates interest in the topic and sets a purpose for reading. The Anticipation Guide is revisited via discussion after reading to help students’ evaluate their understanding of the text and to correct any misconceptions.

***Anticipation Guides engage all students by challenging them to think critically about what they know or think they know about a topic

Steps for Prep:

  1. Identify the major ideas presented in the reading
  1. Consider the beliefs that your students are likely to have about the topic
  1. Write general statements that challenge your students’ beliefs
  1. Have students respond to the statements with either a positive or negative response

How to Use:

  1. Students complete the guide before reading – alone, in pairs, or in small groups. Students must be prepared to discuss and debate their reactions to the statements on the guide
  1. As an attempt to activate critical thinking about the topic, encourage students to dig deeper than their answers to get them to discuss their justifications
  1. Students read the selected text while the Anticipation Guide is fresh in their minds – encourage them to mark or jot down where the text supports their initial reactions to statements or causes them to re-think their reactions
  1. Facilitate a class discussion after reading – did anyone change their position on any of the statements and what caused you to revise your thinking?

See sample templates

Name ______Date______

(Title of Lesson/Text/Media)

Directions: 1. Before the lesson: Check whether or not you agree or disagree with each statement on the left side of the page.

2. After the lesson: Check whether you still agree or disagree on the right side of the page.

BEFORE AFTER

Agree / Disagree / Statement / Agree / Disagree
1.
2.
3.
4.
5.
6.

First Lines

Why? First Lines is a strategy in which students read the beginning sentences from selected readings and make predictions about the content of what they are about to read. This strategy assists students to focus their attention on what they can tell from the first lines of text. As the selection is read in its entirety, the students discuss to revisit and/or revise their original predictions.

***This strategy requires students to anticipate what the text is about before they begin reading and activates prior knowledge. It encourages the students to become active participants in their learning, not merely passive. Writing is included as a way of organizing predictions and thoughts generated from discussion.

Steps for Prep:

  1. Select the title of the text to be read
  1. Write the first line of the text on the board, overhead, Smartboard, or have prepared ahead of time to distribute to students

How to Use:

  1. Ask the students to read the first line of text
  1. Students make predictions for the reading based on what they see in the first sentence – students should be prepared to discuss their predictions
  1. Remind the class that there are no “right” or “wrong” predictions about text, but emphasize that their predictions should be able to be supported from information in the first line
  1. Facilitate class discussion about each student’s prediction
  1. Students are asked to review their predictions and to note any changes or additions to their predictions on their recording sheet or in a journal before reading the selection – this can be done individually, in pairs, or small groups
  1. After reading, encourage students to return to their original predictions, assess their original predictions, and build evidence to support those predictions which are accurate. Students are free to revise their original predictions and then engage in a brief class discussion related to their original predictions and any revisions made

See sample template

First Lines

Write the First Line
Prediction: What do you think this text is going to be about?
I think this might be about….
Explanation: Why did you make that prediction? What’s your evidence from the first line?
I made this prediction because in the first line it says, “______”
This makes me think that ______
______
Revision:
CORRECT: After reading, was your prediction right? Write one reason WHY.
INCORRECT: After reading, was your prediction wrong? Write one reason WHY it was wrong.
  1. One reason why I was CORRECT or INCORRECT is because on page or paragraph ______it said, “______
______
______
______.”

Concept Sorts

Why? Concept Sorts are a strategy used to introduce students to the vocabulary of a new topic or reading selection. The teacher provides the students with a list of essential terms or concepts from the topic or text and the students place the words into different categories based on each word’s meaning. Categories may be defined by the teacher or the students. Concept Sorts provide an opportunity for a teacher to see what students already know about a given topic. If used as an after reading strategy, teachers can assess their students’ understanding of the concepts presented.

***This strategy is helpful when there is a lot of specialized vocabulary to introduce and enhances reading skills by providing the content to which students can attach new oral vocabulary. There is a research base to suggest that this is also an effective technique for ELL students. Concept Sorts can be used individually, small group, and large group.

Steps for Prep:

  1. Pre-determine the essential vocabulary to be mastered
  1. Print out the vocabulary terms on index cards or use the template below (make several sets) – you may even wish to color code depending upon course or unit
  1. Determine the categories that you want students to sort into, or have students create their own categories based on their prior knowledge of the words/concepts.

How to Use:

  1. Give every student, pair or group of students a set of cards to sort.
  1. Introduce the topic or selection to be read
  1. Explain to students that they are going to either use the pre-determined categories that you created OR that they will create their own categories as they sort the cards (such as, but not limited to: character/setting/problem/solution, herbivores/carnivores/omnivores, etc.)
  1. The students sort the cards and then explain why the terms are grouped as they are – the students continue this activity by developing a chart of their sorts

See Sample Template

Concept Sort Cards

Visual Vocabulary Cards

Why? Visual Vocabulary cards are an excellent way to help students visualize, make connections and have a point of reference for the new vocabulary they’re learning. When students learn new vocabulary words they need help visualizing and making connections in order to strengthen their understanding of the word. Research tells us that approximately 65% of all learners are primarily visual, so it makes sense to use that knowledge to the benefit of our students. Interestingly, the brain processes visual input 60,000 times faster than text, which means that you can use visuals to your great advantage in the classroom!

Steps for Prep:

  1. Determine 3-5 words that you want to introduce
  2. Write the word on top of the page
  3. Insert or draw a picture below the word
  4. Write a “buzz” word or synonym under the word. You might want to write a sentence instead to show how the word’s used in context.

How to Use:

  1. Show each word individually.
  2. Have students repeat each word 3 times after you say it.
  3. Show the picture and explain how that demonstrates the word’s meaning.
  4. Say the buzz word or word in a sentence.
  5. Ask students to make their own connection to the word. What other synonyms or buzz word can we use?
  6. Use the Frayer Model to help students explore the word in more depth
  7. Hang the word up throughout the whole unit, preferably in the front of the room, or wherever is most visible.

See template below

Vocabulary Graphic Organizer (Frayer Model)

Why? The Vocabulary Graphic Organizer (Frayer Model) is a strategy that builds essential content area vocabulary. Students are required to define the target vocabulary words or terms, and apply this information by generating examples and non-examples, drawing a picture, using the word/term that will remind them of the word in context, listing facts or characteristics associated with the word or term, etc. This information is place on a chart that is divided into 4 sections around a center hub to provide a visual representation for the students.

***This strategy promotes critical thinking and encourages students to identify and understand unfamiliar vocabulary – it is appropriate for individual use, pairs, small groups, or large groupings. This is a strategy that draws upon prior knowledge and helps to build connections among new concepts by creating a visual reference by which students learn to compare attributes and examples.

Steps for Prep:

  1. Predetermine essential vocabulary from a reading selection or topic and list on board, overhead, Interactive Whiteboard, etc.
  1. Use one Graphic Organizer per essential vocabulary term or concept

How to Use:

  1. Have students read the selection and then explicitly define the target concepts, drawing on prior knowledge and using the cues provided within the text to complete the graphic organizer
  1. Facilitate a sharing-out discussion as students describe their conclusions – this provides the opportunity to give corrective feedback and enables the students to use their correct and completed graphic organizers as tools for the lesson, unit, etc.

❖Feel free to customize the 4 boxes of Frayer Model GO to fit the needs of your students and curricular demands

See sample template

Vocabulary GO (Frayer Model)

Definition
/ Facts/Characteristics
Example(s) / Non-example(s)

Student Toolkits

Why? Toolkits give students a step-by-step procedure for learning a specific strategy or concept. It involves creating 3-5 easy steps for students to follow while working through all parts of a lesson. For students with disabilities, a toolkit gives them an easy way to think through a strategy or concept and is meant to build independence when the teacher is done actively teaching. It also serves as a reference point for them when they need to refer back to a skill, strategy or concept.

Steps to Prep:

  1. Look at your learning objective
  2. Decide 3-5 easy steps the students have to follow to learn this new skill, strategy, or concept.
  3. Make a large copy of the toolkit on chart paper to keep up throughout the unit and make a student copy to put into a notebook for the students’ reference.
  4. Write the title on the topic on the top of the page followed by the 3-5 easy steps.
  5. Provide pictures along the way to model each.

How to Use:

  1. Introduce the toolkit while you are in the active teaching or “I Do” part of the lesson.
  2. Use the toolkit again in guided practice as you are asking them questions about what they need to do next and what purpose each step serves. You can also ask the students what would happen if they skipped a step.
  3. Give them the student toolkit before starting independent practice so they can keep in on their desk, or preferably, in a notebook so they can refer to it throughout the lesson.

Example:

See template below

Question Ladder

Why? Often, only 20% of the students in a class get called on 80% of the time (think the Pareto Principle). Frequently, a small number of students are willing to volunteer responses on a regular basis – it’s all too easy to call on those students without consciously and systematically holding all of the students to the responsibility for active participation. We need to have all students respond, frequently, in response to higher order thinking questions so we know they’re ready for independent practice. During guided practice, teachers ask several questions to individual students, to partners and to groups in order to access their level of mastery of a concept, skill or strategy.

***At least 3 higher order thinking questions should be asked during guided practice so that ALL students are stretching their thinking.

Steps to Prep:

  1. Use the Bloom’s Taxonomy Question Stems to create 3 questions for them to answer during guided practice. (During active teaching you will model for them how to think through these types of difficult questions. Try to do one earlier in the lesson)

How to Use:

  1. As you’re reading, reviewing a skill, concept or strategy, have these three questions already filled into the template.
  2. The first level should be remembering and understanding, the second should be applying and analyzing and the third should evaluate and create.
  3. The first level students should be able to do independently, the second level students should do with a partner and the third should be they think about it together, share to the whole group and then teacher guides their thinking further.

Example:

Objective: Students will identify the parts of a plant.

Level 1: What are the parts of a plant?

Level 2: How are people similar to plants?

Level 3: In your opinion, what is the most important part of the plant?

Question Ladder

Double-Entry Journal

Why? The Double-Entry Journal strategy allows students to record their responses to text as they read. Students write down phrases or sentences from their assigned reading and then write their own reaction to that passage. The purpose of this strategy is to provide students the opportunity to express their thoughts and become actively involved with the material they read.

Double-Entry Journaling increases comprehension, vocabulary, and content retention. This interactive strategy activates prior knowledge, stimulates present feelings, and promotes collaborative learning. It fosters the connection between reading and writing as students are able to “reply” to the author or speaker as they journal their responses. This is a flexible strategy in that the teacher can use any form of written text, read alouds, or listening tasks that are assigned in class.

Steps to Prep:

  1. Pre-select the passage to be read.
  1. Create a model of what a quality journal looks like, including specific guidelines for writing
  1. Pick out places in the reading where you want students to stop and react to what they read

How to Use:

  1. Pre-read the text with the students helping them making predictions and giving key vocabulary.
  1. Discuss and model the Double-Entry Journal strategy, including specific guidelines for writing
  1. Students read the selected text and make journal entries whenever a natural pause in the reading occurs, so that the flow is not constantly interrupted.
  1. Students then share their responses with the class

Double-Entry Journal

Page in the text / Phrase from the text / My thoughts

Accountable Discussions

Why? Accountable discussion empowers students to draw up arguments based on evidence. Students learn how to respect the views of their peers while strengthening their communication skills. They get practice in being good conversationalists and participating in conversations in a polite manner.

Steps to Prep:

  1. Create groups in your class, mixing up ability levels
  2. Model your rules for discussion and post discussion expectations
  3. Print off discussion stems
  4. Create the question(s) you want students to discuss (make sure that it’s one that is open ended and can have multiple view points)

How to Use:

1. Introduce Conduct a class discussion by defining accountable talk. Explain that in a learning discussion, each contributor to the conversation is held accountable to give reasons and evidence for opinions.

2. Practice Call on some student volunteers to read accountable discussion cards about a concept you have just studied. Prepare these cards in advance to contain the accountable sentence stems (see templates provided), such as “I believe ____ because ____” and “I agree with ______because ______.” Afterwards, ask the students, “What evidence of accountable talk were we good at? How could we improve?” Pass out the list of accountable talk sentence stems.

3. Ask Pose an open-ended question and guide students in an accountable talk discussion. After letting students discuss, highlight some positive ways they used accountable talk along with areas to improve.

When to Use

●Before introducing new material to tap into prior knowledge

●After watching a film clip to gauge a reaction

●During a read-aloud to get students thinking about a thought-provoking question

●When debating a current event or issue that’s important to students

●When discussing any concept in which students should “explain” or “prove” their thinking

I believe ____ because ____. / I agree with ______
because ______.
I disagree with ______because______. / I respectfully agree/disagree with what _____ said because______.
On page ____, it says ______,
so I think ______. / I understood that you said _____.
May I point out _____? / I would like to add _____.
Do you mind explaining _____? / Could you please tell me more about _____.
I’m confused. Would you mind explaining _____? / [add your own]
[add your own] / [add your own]
[add your own] / [add your own]

Self-Monitoring Checklist