EL scaffolding quiz

Sentence Frames, Chunking, Wait Time, Visual Representation

Which scaffolds are recommended for all six language levels?

Word & Picture Bank, Total Physical Response, Choral Reading

Which scaffolds are recommended especially for entering, emerging, and developing students?

word - picture bank objective

to help students use vocabulary they can understand but rarely use.

word - picture bank purpose

Increase comprehension of academic vocabulary

word - picture bank, student use

to collect and refer to academic vocabulary
refer to this scaffold regularly
use a variety of strategies to remember words

word - picture bank Entering and Emerging differentiation

Post on linguistic frame along with a word bank to complete the frame. Draw a picture next to each word. Teach each work bank with a picture, action and direction instruction. Model correct responses.

word - picture bank Developing differentiation

Make sure the word bank represents a wide range of possible responses and expand on vocabulary students are already using.

word - picture bank Expanding and Bridging differentiation

Encourage students to use more precise words and ask them to justify their choices.

sentence frames Objective

Provide sentence structures to allow the student to focus on content to orally converse or write a response

sentence frames Purpose

Give students partially completed sentences or paragraphs to "fill in" an oral or written response about a given content area.

sentence frames students

Use the provided sentence frames to structure their own written or oral language.

sentence frames Entering and Emerging differentiation

Post one linguistic frame. Point to each word while reading it aloud. Model correct response. Structure think-pair-share. Provide a word bank and pictures.

sentence frames Developing differentiation

Post multiple response frames that are appropriate for task. Introduce frames and read together. Listen as students talk with peers, and model or provide feedback as needed. When students communicate effectively without using frames, create new frames to validate and illuminate these additional possibilities for language use.

sentence frames Expanding and Bridging differentiation

Engage without linguistic frames. Only provide frame or word bank as needed to elevate and extend students' use of academic language to the extent what they communicated with their own words.

Total Physical Response (TPR) objective

Increase listening comprehension in the early stages of language development

Total Physical Response (TPR) purpose

-supporting oral input by creating a link from a vocabulary concept to physical movement lowering the affective filter
-in language acquisition, listening comprehension comes before production

Total Physical Response (TPR) teacher use

-Gives oral command and an action to the students and models the appropriate kinaesthetic response
-With time gives oral commands without modeling as students learn how to repond kinaesthetically

Total Physical Response (TPR) Entering and Emerging Differentiation

For students still in the silent period, they may only do the kinaesthetic movement for a period before they produce the word

Total Physical Response (TPR) Developing differentiation

Repetitive practice. Use the word in a variety of ways using the movements.

Total Physical Response (TPR) Expanding and Bridging differentiation

Enhance word choice; check for understanding and reteach as needed.

Chunking Objective

Allow students to breakdown difficult passages into comprehensible parts so students can identify key ideas and paraphrase information

Chunking purpose

Break up text that is too long or too difficult into smaller pieces to increase comprehension

Chunking teaching use

Break text into meaningful chunks (depending on level this could be phrases, sentences or paragraphs)
Engages students in conversations after each chunk: Key words, visual, summary, connection

Chunking entering and emerging differentiation

smaller chunks. Modeling responses to chunk.

Chunking Developing Differentiation

Larger chunks of text. ore freedom in ow they respond to chunks.

Chunking Expanding and Bridging Differentiation

Jigsaw chunking, you can divide a longer text into sections and have small groups work on summarizing a paragraph or two each. Groups can share the meaning of their section with the rest of the class.

Choral Reading Objective

Enables ELs to participate in the reading process while being scaffolded by the teacher and their peers.

Choral Reading Purpose

To provide a model of fluent reading

Choral Reading teacher use

All students have a copy of text.
Leads reading the text aloud while urging students to read along.
When reading dialogue, assigns small groups roles in the narrative

Choral Reading Entering and emerging differentiation

Choose text with repetitive sentences phrases or words

Choral Reading Developing differentiation

Students can choral read with a small group of peers

Choral reading Expanding and Bridging differentiation

Student leads choral reading and teacher joins in when student struggles or a problem area is anticipated.

Wait Time Objective

Increase ELs ability to comprehend the teacher and respond to an oral question while also increasing students' participation with high quality responses.

Wait Time Purpose

To increase the quantity and quality of student responses.

Wait Time teacher use

Asks a question of the whole class, then allows thinking time, waiting 5-7 seconds before signaling (i.e. thumb up) that students can respond
Acknowledges student response without evaluating it

Wait Time Entering and Emerging Differentiation

Begin with low-level questions. i.e. what is your name? What grade are you in? Are you a boy or a girl? Model correct response. Provide word bank and pictures.

Wait Time Developing Differentiation

When using med-level and upper level questions, have the students respond to their turn and talk partner before responding to the whole group. Elicit complex sentence response.

Wait Time Expanding and Bridging Differentiation

Use high-level questioning and elicit multi-sentence response.

Visual Representation objective

Increase comprehension of oral or written language through a visual representation.

Visual Representation purpose

Increase comprehension of oral or written language
Helps organize ideas visually
Helps analyze ideas across text

Visual Representation Teacher use

Models and teaches using the referenced graphic organizer or other visual representation

Visual Representation Entering and Emerging Differentiation

First, teach students in a familia context. Model (I do, we do, you do) then discuss.

Visual representation Developing Differentiation

Structure with Think-Pair-Share. Provide sentence frames for students to discuss visual representation

Visual Representation Expanding and Bridging Differentiation

Let students choose a visual representation to organize information and solidify their learning.