Slide # of presentation



| |[pic] | |

| | | |

|Slide #1 | | |

|Title of Slide: |[pic] Facilitator Instructions |Participant Instructions: |

| | | |

|Scaffolding Instruction |Display this slide. | |

| | |Participants should be informed about the following |

| |Present and discuss the following information. |areas that will be discussed in this workshop: |

|Materials: | | |

| |The following areas will be discussed in this workshop: |The rationale for using scaffolding instruction. |

|Facilitator Guidebook | | |

|For Scaffolding Instruction |The rationale for using scaffolding instruction. |2. The framework for using scaffolded reading |

|Workshop | |instruction. |

| |The framework for using scaffolded reading instruction. | |

|Scaffolding Instruction | | |

|Power point Presentation |Scaffold activities to use before, during and after in the |3. Scaffold activities to use before, during and |

| |reading process. |after in the reading process. |

|Vocational /Technical Textbook | | |

|or reading samples. |Six scaffolds which showed success with student populations|Six scaffolds showed success with student populations|

| |during the 2002-2003 Temple Reading project. |during the 2002-2003 Temple Reading project. |

|Facilitator Readings: | | |

|Facilitators should read | | |

|carefully all pages of this | |Teachers should be reminded throughout this workshop |

|guide before presenting this | |that any activity where the use of scaffolding a |

|workshop. Facilitators may | |reading passage will assist struggling readers in |

|consult resources listed on the| |gaining comprehension of the text passage. |

|final slide of this workshop | | |

|for additional information | | |

|concerning scaffolding reading | | |

|instruction. | | |

|Slide #2 | | |

| |[pic] |Participant Instructions: |

| | | |

|Title of Slide: |Facilitator Instructions | |

| | |Participants should be informed about |

|What Is a Scaffold? |Display this slide. | |

| | | |

| |Present and discuss the following information. |A scaffold is a temporary learning aid designed to help the|

| | |student grow in independence as a learner. |

| |Participants should be informed about the definition of| |

| |a scaffold. | |

|Materials: | |Once the skill the scaffold is intended to help has been |

| |Tell workshop participants that using structured |mastered, the scaffold should be withdrawn. |

|Facilitator Guidebook |scaffolds aids in understanding informational text that| |

|For Scaffolding Instruction |is written to inform or persuade the reader. | |

|Workshop | |Common organizational patterns of informational text |

| |Common organizational patterns of informational text |include: chronological sequence, comparison and contrast, |

|Scaffolding Instruction |include: chronological sequence, comparison and |concept and definition, descriptions, processes of steps |

|Power point Presentation |contrast, concept and definition, descriptions, |leading to specific product or outcome, or cause and |

| |processes of steps leading to specific product or |effect. |

|Vocational /Technical Textbook |outcome, or cause and effect. | |

|or reading samples. | | |

| | |The next slide discusses a working definition of |

| | |scaffolding instruction. |

|Facilitator Readings for | | |

|additional information: | | |

|Refer to: | | |

| | | |

|Billmeyer and Barton, | | |

|Interactive Elements of Reading| | |

|Informational Text, | | |

|Pages 33-39. | | |

| | | |

|Slide #3 | | |

| |[pic] |Participant Instructions: |

|Title of Slide: |Facilitator Instructions | |

| | | |

|What Is Scaffolding |Display this slide. |Participants should be informed about the definition of |

|Instruction? |Present and discuss the following information. |scaffolding instruction. |

| | | |

| |Scaffolding instruction is the use of a set of |Scaffolding reading instruction is using a set of |

| |pre-reading, during-reading, and post-reading |pre-reading, during-reading, and post-reading activities |

|Materials: |activities specifically designed to assist a particular|specifically designed to assist a particular group of |

| |group of students in successfully reading, |students in successfully reading, understanding, learning |

|Facilitator Guidebook |understanding, learning from, and enjoying a reading |from, and enjoying a reading passage. |

|For Scaffolding Instruction |passage. |(Graves & Graves, 2003) |

|Workshop |(Graves & Graves, 2003) | |

| | | |

|Scaffolding Instruction | | |

|Power point Presentation |Scaffolding reading instruction can be useful when |Explain that the next two slides discuss why teachers |

| |teachers provide students with organizers they can use |should use scaffolding instruction with their students. |

|Vocational /Technical Textbook |to map out the information contained in the reading. | |

|or reading samples. | | |

| |Teachers should explain to students that readers who | |

|Facilitator Readings for |are taught to read and write about their text passages | |

|additional information: |would improve their reading comprehension of their | |

|Refer to: |content area textbook. | |

| | | |

|Billmeyer and Barton, | | |

|Interactive Elements of Reading| | |

|Informational Text, | | |

|Pages 33-39. | | |

| | | |

| | | |

| | | |

| | | |

|Slide # 4 | | |

| |[pic] |Participant Instructions: |

| |Facilitator Instructions | |

|Title of Slide: | | |

| |1. Display this slide. |Participants should be informed about |

|What Is Scaffolding | | |

|Instruction? |Present and discuss the following information. |Scaffolding a reading passage offers the teacher a flexible|

| | |plan that takes into consideration: |

|Materials: |Explain that using scaffold instruction can be |1. The particular group of students. |

| |effective in six key areas of teaching practice: |2. The text they are reading. |

|Facilitator Guidebook | |3. The purpose for reading the text. |

|For Scaffolding Instruction |Developing summaries and group summarizing of a | |

|Workshop |passage. | |

| | | |

|Scaffolding Instruction |Acquiring an understanding of how to read for |Six areas of Teaching Practice which can be enhanced by |

|Power point Presentation |information. |using scaffolded instruction include: |

| | | |

|Vocational /Technical Textbook |Previewing concepts and vocabulary. |Developing summaries and group summarizing of a passage. |

|or reading samples. | | |

| |Visualizing information. |Acquiring an understanding of how to read for information. |

| | | |

|Facilitator Readings for |Using written guides to develop concepts. |Previewing concepts and vocabulary. |

|additional information: | | |

|Refer to: |Retelling information from the text. |Visualizing information. |

| | | |

|Billmeyer and Barton, | |Using written guides to develop concepts. |

|Interactive Elements of Reading| | |

|Informational Text, | |Retelling information from the text. |

|Pages 33-39. | | |

| | | |

| | | |

|Slide # 5 | | |

| |[pic] |Participant Instructions: |

| |Facilitator Instructions | |

|Title of Slide: | | |

| |Display this slide. |Participants should be informed about why it is important |

|Why Use Scaffolding | |to use scaffolding in the reading experience as it |

|Instruction? |Present and discuss the following information. |provides: |

| | | |

|Materials: |This is a part of a two slide set explaining why |1. Temporary support for students to use in understanding |

| |teachers should use scaffolding instruction when |and discussing the reading selection. |

|Facilitator Guidebook |assigning reading passages. | |

|For Scaffolding Instruction | |2. Methods to enhance student engagement with the text, |

|Workshop |Explain: Scaffolding a reading experience also |allowing for deeper understanding of knowledge. |

| |provides: | |

|Scaffolding Instruction | | |

|Power point Presentation |1. Temporary support for students to use in |3. These methods include: |

| |understanding and discussing the reading selection. | |

|Vocational /Technical Textbook | |Previewing the text, |

|or reading samples. |2. Methods to enhance student engagement with the text,|Activating Prior Knowledge |

| |allowing for deeper understanding of knowledge. These |Generating Key Questions from the text |

| |methods include: | |

|Facilitator Readings for |Previewing the text, |Improved Note taking skills |

|additional information: |Activating Prior Knowledge |Retelling the Text passage |

|Refer to: |Generating Key Questions from the text |Summarizing what is known |

| |Note taking skills |Asking questions to clarify difficult content |

|Billmeyer and Barton, |Retelling the Text | |

|Interactive Elements of Reading|Summarizing what is known | |

|Informational Text, |Asking questions to clarify difficult content. | |

|Pages 33-39. | | |

| | | |

|Slide # 6 | | |

| |[pic] |Participant Instructions: |

| | | |

|Title of Slide: |Facilitator Instructions | |

| | |Participants should be informed about the advantages of |

|What Advantages does |Display this slide. |scaffolded instruction. |

|Scaffolding Instruction Offer? |Present and discuss the following information. | |

| | |ν A temporary support structure to assist the student’s |

| |Explain the advantages of using scaffolding instruction|comprehension of text. |

|Materials: |as presented on this slide: | |

| |Scaffolded instruction: |ν A support structure that allows students to complete |

|Facilitator Guidebook | |tasks and gain knowledge. |

|For Scaffolding Instruction |Assists student comprehension of the text | |

|Workshop | |ν Activities, which can be used to self-monitor and |

| |Gives a support structure to the reading assignment |internalize reading skills. |

|Scaffolding Instruction | | |

|Power point Presentation |Allows for self-monitoring of the reading passage |ν Activities which provide ways for students to discuss and|

| | |write about reading passages. |

|Vocational /Technical Textbook |Internalization of reading skills: locating main and | |

|or reading samples. |supportive ideas. | |

| | | |

| |Provides a support for classroom discussion of the | |

|Facilitator Readings for |reading passage. | |

|additional information: | | |

|Refer to: | | |

| | | |

|Billmeyer and Barton, | | |

|Interactive Elements of Reading| | |

|Informational Text, | | |

|Pages 33-39 | | |

|Slide # 7 | | |

| |[pic] Facilitator Instructions |Participant Instructions: |

| | | |

|Title of Slide: |Display this slide. | |

| | |Participants should be informed about told that: |

|What Advantages Does |Present and discuss the following information. | |

|Scaffolding Instruction Offer? | |νScaffolding provides for a plan to develop independent |

| |Explain the advantages of using scaffolding instruction|readers. |

| |as presented on this slide: | |

|Materials: | |νScaffolding is a temporary support plan which should be |

| |Scaffolded instruction: |removed when the leaner reaches an independent reading |

|Facilitator Guidebook | |level and can self-monitor their reading. |

|For Scaffolding Instruction |Provides a plan to develop independent readers. | |

|Workshop | |νScaffolding includes an instructional framework. |

| |Gives a temporary support structure to the reading | |

|Scaffolding Instruction |assignment. |This instructional Framework includes: |

|Power point Presentation | |Initiating, Constructing, and Utilizing Text, areas which |

| |Includes an instructional framework of initiating, |will be discussed in the next four slides |

|Vocational /Technical Textbook |constructing, and utilizing the text passage that | |

|or reading samples. |students read. | |

| | | |

| | | |

|Facilitator Readings for | | |

|additional information: | | |

|Refer to: | | |

| | | |

|Billmeyer and Barton, | | |

|Interactive Elements of Reading| | |

|Informational Text, | | |

|Pages 33-39 | | |

| | | |

| | | |

| | | |

|Slide # 8 | | |

|Title of Slide: |[pic] |Participant Instructions: |

| | | |

|What Are the Components of an |Facilitator Instructions | |

|Instructional Framework | |Participants should be informed about the instructional |

|Scaffold? |Display this slide. |framework of a scaffold. There are three components. |

| | | |

|Materials: |2.Present and discuss the following information. |νInitiating students toward reading at independent levels. |

| | |νConstructing meaning from the text. |

|Facilitator Guidebook |Scaffolds are designed with three goals. |νUtilizing text meanings to apply or act upon the meanings |

|For Scaffolding Instruction | |students have constructed. |

|Workshop |First, scaffolds initiate students to read at | |

| |independent levels. | |

|Scaffolding Instruction | | |

|Power point Presentation |Second, scaffolds helps students construct meaning form|Scaffolds are designed with three goals. |

| |the text | |

|Vocational /Technical Textbook | |First, scaffolds initiate students to read at independent |

|or reading samples. |Third, scaffolds use the text meaning |levels. |

| | | |

|Facilitator Readings: for |The framework is designed so that the need for the |Second, scaffolds helps students construct meaning form the|

|additional information on the |scaffold diminishes as the student gains confidence and|text |

|scaffold framework consult the |independence in their reading efforts. | |

|text: | |Third, scaffolds use the text meaning |

|Elaine C. Stephens and Jean E. |5. The next three slides detail each component of the | |

|Brown, A Handbook of Content |framework. |The framework is designed so that the need for the scaffold|

|Literacy Strategies, | |diminishes as the student gains confidence and independence|

|Christopher Gordon Publishers, | |in their reading efforts. |

|pages 11-20. | | |

|Slide # 9 | | |

| |[pic] |Participant Instructions: |

| | | |

|Title of Slide: |Facilitator Instructions |Participants should be informed about |

| |Display this slide. |initiating a scaffolded activity in their |

|Initiating Component |Present and discuss the following information. |classroom. |

| |This slide is divided into two parts- Teacher and Students. | |

| | |Discuss what is presented on the slide |

| |What teachers should remember when introducing a scaffold. |What teachers should remember when |

|Materials: | |introducing a scaffold. |

| |Teachers should: | |

|Facilitator Guidebook |Introduce content |Teachers should: |

|For Scaffolding Instruction |Assess prior knowledge |Introduce content |

|Workshop |Identify purpose for reading |Assess prior knowledge |

| |Stimulate curiosity |Identify purpose for reading |

|Scaffolding Instruction |Develop a strategic plan |Stimulate curiosity |

|Power point Presentation |for using the scaffold |Develop a strategic plan |

| | |for using the scaffold |

|Vocational /Technical Textbook | | |

|or reading samples. |What students should remember when first using a scaffold. |Students should: |

| | |Preview the content |

| |Students should: |Assess prior knowledge |

|Facilitator Readings: |Preview the content |Build upon prior knowledge |

| |Assess prior knowledge |Determine purposes |

|Stephens and Brown, A Handbook |Build upon prior knowledge |Raise questions/issues |

|of Literacy Strategies, |Determine purposes |Recognize a need to know |

|Pages 11-20. |Raise questions/issues |Develop strategic reading plan |

| |Recognize a need to know | |

| |Develop strategic reading plan | |

| | | |

| | | |

|Slide # 10 | | |

| |[pic] |Participant Instructions: |

| |Facilitator Instructions | |

|Title of Slide: | |Participants should be informed about factors |

| |Display this slide. |to be aware of as students construct meaning |

|Constructing Component | |from a scaffolded reading activity. |

| |Present and discuss the following information. |This slide is divided into two parts- Teacher |

| |This slide is divided into two parts- Teacher and Students. |and Students. |

| | | |

|Materials: |What teachers should remember when constructing meaning with a |What teachers should remember when constructing|

| |scaffold. |meaning with a scaffold. |

|Facilitator Guidebook | | |

|For Scaffolding Instruction |Teachers should consider: |Teachers should consider: |

|Workshop |νClass size |νClass size |

| |νNeeds of students |νNeeds of students |

|Scaffolding Instruction |νDiverse learning styles |νDiverse learning styles |

|Power point Presentation |νComplexity of subject matter |νComplexity of subject matter |

| |νTime spent on a reading assignment |νTime spent on a reading assignment |

|Vocational /Technical Textbook | | |

|or reading samples. | | |

| |What students should remember when constructing meaning while |What students should remember when constructing|

| |using a scaffold. |meaning while using a scaffold. |

|Facilitator Readings: | | |

|Stephens and Brown, A Handbook |Students should : |Students should : |

|of Literacy Strategies, |νEngage |νEngage |

|Pages 11-20. |νInteract |νInteract |

| |νProcess information |νProcess information |

| |νAssociate with life experiences |νAssociate with life experiences |

| |νOrganize |νOrganize |

| |νThink about the passage |νThink about the passage |

| | | |

| | | |

| | | |

| | | |

|Slide # 11 | | |

| |[pic] |Participant Instructions: |

| | | |

|Title of Slide: |Facilitator Instructions | |

| | |Participants should be informed about |

|Utilizing Component |Display this slide. |This slide is divided into two parts- Teacher and |

| |Present and discuss the following information. |Students. |

| |This slide is divided into two parts- Teacher and Students. | |

|Materials: | |What teachers should remember when utilizing a |

| |What teachers should remember when utilizing a scaffold. |scaffold. |

|Facilitator Guidebook | | |

|For Scaffolding Instruction |Teachers should: |Teachers should: |

|Workshop |νExplain the scaffold |νExplain |

| |νClarify key ideas |νClarify |

|Scaffolding Instruction |νModel use of the scaffold |νModel |

|Power point Presentation |νDemonstrate, if needed |νDemonstrate |

| |νGuide the student using the scaffold activity selected |νGuide the student using the scaffold activity |

|Vocational /Technical Textbook | |selected |

|or reading samples. |What students should remember when utilizing a scaffold. | |

| | |What students should remember when utilizing a |

| | |scaffold. |

|Facilitator Readings | | |

| |Students should: | |

|Stephens and Brown, A Handbook |νWrite ideas from the scaffold | |

|of Literacy Strategies, |νSynthesize information |Students should: |

|Pages 11-20. |νClarify and organize ideas |νWrite ideas |

| |νRefine concepts, keep notes |νSynthesize information |

| |νMove toward independence from using the scaffold |νClarify and organize ideas |

| | |νRefine concepts |

| | |νMove toward independence from using the scaffold |

| | | |

| | | |

| | | |

| | | |

|Slide # 12 | | |

| | |Participant Instructions: |

| |[pic] | |

|Title of Slide: |Facilitator Instructions | |

| | |Participants should be informed about Scaffolding |

|How are Scaffolding Instruction|Display this slide. |Instruction Activities and how they are sequenced. |

|Activities Sequenced? | | |

| |Present and discuss the following information. |Reading Scaffolds can be used before, during or after the |

| | |reading process. |

| |The remainder of the workshop will be devoted to | |

| |discussing scaffolded reading activities that can be |The remainder of this workshop will be spent on discussion |

|Materials: |used before, during or after the reading process. |of six scaffolds which can be used with struggling readers |

| | |to help increase their reading independence levels. The |

|Facilitator Guidebook |Before Reading: |six scaffolds discussed will be: |

|For Scaffolding Instruction |Two Minute Preview | |

|Workshop |K-W-L Chart |Before Reading: |

| | |Two Minute Preview |

|Scaffolding Instruction |During Reading : |K-W-L Chart |

|Power point Presentation |Key Questions Chart | |

| |Note Taking Skills |During Reading : |

|Vocational /Technical Textbook | |Key Questions Chart |

|or reading samples. |After Reading: |Note Taking Skills |

| |Think Aloud Strategy | |

| |Writing to Learn |After Reading: |

|Facilitator Readings: Refer to | |Think Aloud Strategy |

|Stephens and Brown, A Handbook | |Writing to Learn |

|of Literacy Strategies, | | |

|Pages 11-20. | | |

| | | |

| | | |

| | | |

|Slide # 13 | | |

| |[pic] |Participant Instructions: |

| | | |

|Title of Slide: |Facilitator Instructions | |

| | |Participants should be informed about the before reading |

|Before Reading Scaffolds |Display this slide. |scaffolds. |

| | | |

| |Present and discuss the following information. | |

| | | |

| |The next 6 slides will focus upon two scaffolded |These are scaffolded activities which can be used before a |

| |instruction activities which can be used before a |student begins to read a passage or text assignment. |

|Materials: |student begins to read a passage or text assignment. | |

| | |The scaffolds are called: |

|Facilitator Guidebook |The two scaffolds are called: | |

|For Scaffolding Instruction | |Two-Minute Preview |

|Workshop |Two-Minute Preview | |

| | |K-W-L |

|Scaffolding Instruction |K-W-L | |

|Power point Presentation | | |

| | | |

|Vocational /Technical Textbook | | |

|or reading samples. | | |

| | | |

| | | |

|Facilitator Readings: | | |

|Refer to | | |

| | | |

|Stephens and Brown, A Handbook | | |

|of Literacy Strategies, | | |

|Chapter 3, specifically pages | | |

|62-63, and 47-48. | | |

| | | |

|Slide # 14 | | |

| |[pic] |Participant Instructions: |

| |Facilitator Instructions | |

|Title of Slide: | | |

|Two Minute Preview Description |Display this slide. |Participants should be informed about the Two Minute |

| | |Preview Scaffold. |

|Materials: |Present and discuss the following information: | |

| | |Refer Workshop participants to Handout 14-1 The Two Minute |

|Refer to Handout 14-1 The Two |The Two minute Preview |Preview as the facilitator discusses |

|Minute Preview | |Slides 14 and 15. |

|Facilitator Guidebook |Provides students with an overview of the selection. | |

|For Scaffolding Instruction | |The Two minute Preview |

|Workshop |Helps students develop a plan for reading a selection. | |

| | |Provides students with an overview of the selection. |

|Scaffolding Instruction |Previewing a reading passage can help students become | |

|Power point Presentation |active and engaged with the text. |Helps students develop a plan for reading a selection. |

| | | |

|Vocational /Technical Textbook |Too often students jump to a reading assignment without|Previewing a reading passage can help students become |

|or reading samples. |adequate preparation and then fail to comprehend or |active and engaged with the text. |

| |remember what they read. Previewing can help students | |

| |assume an active stance particularly with difficult, |Too often students jump to a reading assignment without |

|Facilitator Readings |complex or highly technical reading material. |adequate preparation and then fail to comprehend or |

| | |remember what they read. Previewing can help students |

|Stephens and Brown, A Handbook | |assume an active stance particularly with difficult, |

|of Literacy Strategies, | |complex or highly technical reading material. |

|Chapter 3, specifically pages | | |

|62-63. | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

|Slide # 15 | | |

| |[pic] |Participant Instructions: |

| | | |

|Title of Slide: |Facilitator Instructions | |

| | |Participants should be informed about about the Two Minute |

|Two Minute Preview Procedures |Display this slide. |Preview Scaffold. |

| | | |

|Materials: |Present and discuss the following information. |Refer Workshop participants to Handout 14-1 The Two Minute |

| | |Preview as the facilitator discusses |

|Handout 14-1 |The Two minute Preview |Slides 14 and 15. |

| | | |

|Facilitator Guidebook |Can be used with pairs or whole class |The Two minute Preview |

|For Scaffolding Instruction | | |

|Workshop |Good scaffold for predicting text structure and |Can be used with pairs or whole class |

| |organization of content | |

|Scaffolding Instruction | |Good scaffold for predicting text structure and |

|Power point Presentation |Teacher leads the class in discussion of preview |organization of content |

| |findings | |

|Vocational /Technical Textbook | |Teacher leads the class in discussion of preview findings |

|or reading samples. | | |

| |When students have become proficient in previewing, the|When students have become proficient in previewing, the |

| |teacher may wish to have students develop their own |teacher may wish to have students develop their own plans |

|Facilitator Readings |plans for reading the material and present these plans |for reading the material and present these plans to the |

| |to the class. |class. |

|Stephens and Brown, A Handbook | | |

|of Literacy Strategies, | | |

|Chapter 3, specifically pages | | |

|62-63. | | |

| | | |

|Slide # 16 | | |

| |[pic] |Participant Instructions: |

| | | |

|Title of Slide: |Facilitator Instructions | |

| | |Participants should be informed about the Two minute |

|Two Minute Preview Guide |Display this slide. |Preview Guide: |

| | | |

|Materials: |Present and discuss the following information. |Using this guide? Follow these instructions: |

| | | |

|Handout 14-1 |Read and discuss the questions of the two minute Preview |1. The teacher provides the class with a brief outline or a|

|Two Minute Preview Guide |Guide. |reprint of Handout 14-1 for previewing. The guiding |

| | |questions may vary depending upon the purpose of the |

|Facilitator Guidebook |Explain Procedures for using the guide ( found in column |reading and type of material being read. |

|For Scaffolding Instruction |3 on this page- participant instructions). | |

|Workshop | |2. In pairs, the students are given two minutes to preview |

| |Ask for any questions that the participants may have |the material and write down their responses on the preview |

|Scaffolding Instruction |about this scaffold or its use. |sheet. |

|Power point Presentation | | |

| |Continue to the K-W-L scaffold. |3. Then, the teacher leads a discussion in developing a |

|Vocational /Technical | |strategic plan for reading the material. Make note of both |

|Textbook or reading samples. | |format and text structure. Tell students to pay particular |

| | |attention to any of the following text structure or format |

| | |ideas listed below: |

|Facilitator Readings | |Introduction: Key themes or main ideas. |

| | |Headings or Sub Heads |

|Stephens and Brown, A | |Graphs, Charts, Maps, or Tables |

|Handbook of Literacy | |Margin Notes |

|Strategies, | |Summary- is there one for the section? |

|Chapter 3, specifically pages| |Questions- are any presented in the reading |

| | |Pictures and captions, |

|62-63. | |Steps or procedures |

|Slide # 17 | | |

| |[pic] |Participant Instructions: |

| | | |

|Title of Slide: |Facilitator Instructions | |

| | |Participants should be informed about K-W-L. |

|K-W-L Scaffold |Display this slide. | |

| | |1. Discuss slides 17-18. |

| |Present and discuss the following information. | |

|Materials: | |2. Participants should be told that this scaffold |

| |Discuss the background and the three steps to this scaffold as |can be used before, during and after the reading |

|Facilitator Guidebook |detailed on slide 17. |process, and can be used as a written assessment |

|For Scaffolding Instruction | |tool for teachers. |

|Workshop |Tell the participants that this scaffold was originally developed | |

| |by Donna Ogle (1986) to provide a structure for activating and | |

|Scaffolding Instruction |building upon prior knowledge and personalizing a summary of what | |

|Power point Presentation |was learned. | |

| | | |

|Vocational /Technical | | |

|Textbook or reading samples. | | |

| | | |

| | | |

|Facilitator Readings | | |

| | | |

|Stephens and Brown, A | | |

|Handbook of Literacy | | |

|Strategies, | | |

|Chapter 3, specifically pages| | |

| | | |

|47-48. | | |

| | | |

| | | |

|Slide # 18 | | |

| |[pic] |Participant Instructions: |

| |Facilitator Instructions | |

|Title of Slide: | | |

| |Display this slide. |Participants should be informed about the rationale for |

|Why Use the K-W-L Scaffold? | |using the K-W-L Scaffold. |

| |Present and discuss the following information. | |

| | |Participants should refer to Handout 19-1 as this slide is |

|Materials: |Explain Slide 18 and add the following information below:|discussed. |

| | | |

|Handout 19-1: The K-W-L |The K-W-L scaffold is used when a new topic or reading | |

|Scaffold. |selection is given. | |

| | |K-W-L Provides a structure which: |

|Facilitator Guidebook |It is useful to get students brainstorming as a class and| |

|For Scaffolding Instruction |record the K column of the scaffold. |Activates prior knowledge |

|Workshop | | |

| |While brainstorming, the teacher may elect to organize |Builds upon prior knowledge |

|Scaffolding Instruction |and categorize information. | |

|Power point Presentation | |Elicits student input |

| |To elicit student input, the teacher may use | |

|Vocational /Technical |student-generated questions and add these questions to | |

|Textbook or reading samples. |the W column of the scaffold. | |

| | | |

| | | |

|Facilitator Readings | | |

| | | |

|Stephens and Brown, A | | |

|Handbook of Literacy | | |

|Strategies, | | |

|Chapter 3, specifically pages| | |

| | | |

|47-48. | | |

|Slide # 19 | | |

| |[pic] |Participant Instructions: |

|Title of Slide: | |Participants should be informed about the procedure for|

| |Facilitator Instructions |using K-W-L. as detailed below. |

|Sample K-W-L Scaffold Chart | | |

| |Display this slide. |The teacher distributes a K-W-L scaffold worksheet to |

| | |each student. |

|Materials: |Present and discuss the following information. |Individually, in pairs, or small groups, students |

|Handout 19-1: | |brainstorm what they already know about the topic. |

|The K-W-L Scaffold |Explain the K-W-L Procedure. Listed under the participant’s |This information is recorded under the K column and |

| |column on this page. |displayed for the whole class |

|Facilitator Guidebook | |Next students generate a list of questions they want |

|For Scaffolding Instruction |Continue to During Reading Scaffold Slide 20. |answered or what they want to learn form the reading |

|Workshop | |selection. This information is recorded under the W |

| | |column of the scaffold. |

|Scaffolding Instruction | |Students then read the selection with the purpose of |

|Power point Presentation | |discovering information to answer form the questions |

| | |they generated. |

|Vocational /Technical | |The information is recorded in the L column of the |

|Textbook or reading samples. | |scaffold, is displayed by the teacher for the class. |

| | |Teacher and students reflect on the entire learning |

| | |experience. |

|Facilitator Readings | |Teacher may use this scaffold as a prewriting exercise |

| | |and then allow for the student to write a summary of |

|Stephens and Brown, A | |what they have read about in the assigned reading |

|Handbook of Literacy | |passage. |

|Strategies, | | |

|Chapter 3, specifically pages| | |

| | | |

|47-48. | | |

|Slide # 20 | | |

| |[pic] |Participant Instructions: |

| | | |

|Title of Slide: |Facilitator Instructions | |

| | |Participants should be informed about during reading |

|During Reading Scaffolds |Display this slide. |scaffolds. |

| | | |

| |Present and discuss the following information. |Explain that the next two scaffolding activities can be |

| | |conducted during the reading process. |

|Materials: |Explain that the next two scaffolding activities can be | |

| |conducted during the reading process. These activities | |

|Facilitator Guidebook |are Key Questions, and Note Taking. | |

|For Scaffolding Instruction | | |

|Workshop | | |

| | | |

|Scaffolding Instruction | | |

|Power point Presentation | | |

| | | |

|Vocational /Technical | | |

|Textbook or reading samples. | | |

| | | |

| | | |

|Facilitator Readings | | |

| | | |

|Refer to | | |

| | | |

|Stephens and Brown, A | | |

|Handbook of Literacy | | |

|Strategies, | | |

|Chapter 4, pages 68 and 114. | | |

|Slide # 21 | | |

| |[pic] |Participant Instructions: |

| | | |

|Title of Slide: |Facilitator Instructions | |

| | |Participants should be informed about the key questions |

|What Is Scaffolding |Display this slide. |scaffold. |

|Instruction? | | |

| |Present and discuss the following information. |Participants may wish to refer to Handout 21-1, the key |

| | |questions scaffold. Here they may examine the format of |

| |Explain the following: |the scaffold. |

| | | |

| | |Participants should be aware that using the key questions |

|Materials: |This scaffold strategy is designed to help students |scaffold helps students integrate current information into|

| |process the basic elements of ( Who? What? When? Where? |their existing schemata. |

|Handout 21-1 |And How?)of what they read. | |

|Facilitator Guidebook | |Direct participants to the next slide to discuss Why the |

|For Scaffolding Instruction | |key questions scaffold could be used with struggling |

|Workshop |Students use this scaffold to note and present information|readers. |

| |to a small group or whole class. | |

|Scaffolding Instruction | | |

|Power point Presentation | | |

| | | |

|Vocational /Technical | | |

|Textbook or reading samples. | | |

| | | |

| | | |

|Facilitator Readings | | |

| | | |

|Stephens and Brown, A | | |

|Handbook of Literacy | | |

|Strategies, | | |

|Chapter 4, pages 68-69. | | |

| | | |

|Slide # 22 | | |

| |[pic] |Participant Instructions: |

| | | |

|Title of Slide: |Facilitator Instructions | |

| | |Participants should be informed about why they should use |

|Why use the Key Questions |Display this slide. |the key questions scaffold with struggling readers. |

|Scaffold? | |Participants may refer to Handout 21-1 for format of this |

| |Present and discuss the following information. |scaffold. |

| | | |

|Materials: |3. Explain Slide 22. | |

| | | |

|Handout 21-1 |This scaffold is used: |The Key Questions scaffold is used: |

| | | |

|Facilitator Guidebook |When working with readers who have trouble comprehending |When working with readers who have trouble comprehending |

|For Scaffolding Instruction |at the literal level. |at the literal level. |

|Workshop |To present the new information helps integrate it into | |

| |existing schemata. |To present the new information helps integrate it into |

|Scaffolding Instruction |When teachers need a quick, informal assessment tool to |existing schemata. |

|Power point Presentation |judge student reading performance on a text passage. | |

| | |When teachers need a quick, informal assessment tool to |

|Vocational /Technical | |judge student reading performance on a text passage. |

|Textbook or reading samples. | | |

| | | |

| | | |

|Facilitator Readings | | |

| | | |

| | | |

|Stephens and Brown, A | | |

|Handbook of Literacy | | |

|Strategies, | | |

|Chapter 4, pages 68-69. | | |

| | | |

|Slide # 23 | | |

| |[pic] |Participant Instructions: |

|Title of Slide: | | |

| |Facilitator Instructions | |

|The Key Questions Procedure | |Participants should be informed about the key questions |

| |Display this slide. |scaffold and procedure for using it. |

|Materials: | | |

| |Present and discuss the following information. |Participants can refer to Handout 21-1 to see a sample key|

|Handout 21-1 | |questions scaffold. |

| |Explain the procedure for using Handout 21-1 The Key | |

|Facilitator Guidebook |Questions Scaffold. |Key Questions Procedure: |

|For Scaffolding Instruction | | |

|Workshop |Explain the applications and versatility of the Key |Teacher models five key questions in a selection helping |

| |Questions Scaffold: |them process the basic elements of Who? What? When? |

|Scaffolding Instruction | |Where? And How? |

|Power point Presentation |Presenting Information Orally | |

| |Note Taking of Main Ideas |Students read and record information to answer the five |

|Vocational /Technical |Summarizing of a Process |key questions using the key questions worksheet. |

|Textbook or reading samples. | | |

| | |Students may design a flipchart of notes. |

| | | |

|Facilitator Readings | |Students present the information orally to the class. |

| | | |

|Stephens and Brown, A | |Key Questions scaffold can be used for summarizing |

|Handbook of Literacy | |processes. |

|Strategies, | | |

|Chapter 4, pages 68-69. | |The Key Questions Scaffold is excellent for main idea note|

| | |taking. |

| | | |

| | |Refer to slide 24 for additional uses of this scaffold. |

| | | |

|Slide # 24 | | |

| |[pic] |Participant Instructions: |

|Title of Slide: | | |

| |Facilitator Instructions | |

|The Key Questions Scaffold: | |Participants should be informed about the key |

|Student Worksheet |Display this slide. |questions scaffold student worksheet. |

| | | |

|Materials: |Present and discuss the following information. |Students can work as individuals, pairs, small group |

| | |or large group. |

|Handout 21-1 |Explain Additional Uses of the Key Questions Scaffold below: | |

|Handout 24-1 | |Excellent scaffold for identifying the main and |

|Facilitator Guidebook |Students can work as individuals, pairs, small group or large |supportive ideas of a passage. |

|For Scaffolding Instruction |group. | |

|Workshop | |Can be used as an assessment tool., |

| |Excellent scaffold for identifying main and supportive ideas. | |

|Scaffolding Instruction | |Can be used as a pre-writing activity. |

|Power point Presentation |Can be used as an assessment tool | |

| | |Can be used as a large flipchart to display |

|Vocational /Technical |Can be used as a pre-writing activity. |information. |

|Textbook or reading samples. | | |

| |Can be used as a large flipchart to display information. |Also: |

| | |Explain Handout 24-1 Concept Question Chains |

|Facilitator Readings |4. Explain Concept Question Chains, see Billmeyer and Barton, | |

| |pages 142-145 |This information is detailed in Handout 24-1 of this |

|Stephens and Brown, A | |guidebook |

|Handbook of Literacy | | |

|Strategies, | | |

|Chapter 4, pages 68-69. | | |

| | | |

| | | |

|Slide # 25 | | |

| |[pic] |Participant Instructions: |

|Title of Slide: | | |

| |Facilitator Instructions | |

|Note Taking: Do It Yourself | |Participants should be informed about note taking |

| |Display this slide. |scaffolds. |

| | | |

| |Present and discuss the following information. |νEffective note taking is one of the most important |

| | |skills students can develop. |

| |Explain Slide 25. | |

|Materials: | |νReal value in note taking is revisiting the notes |

| |Continue to Slide 26. |and reacting, organizing, and using them in some way.|

|Facilitator Guidebook | | |

|For Scaffolding Instruction | | |

|Workshop | |νRevisiting notes and using them in classroom |

| | |instruction leads to deeper understanding and |

|Scaffolding Instruction | |integration into one’s schema. |

|Power point Presentation | | |

| | | |

|Vocational /Technical | | |

|Textbook or reading samples. | | |

| | | |

| | | |

|Facilitator Readings | | |

| | | |

|Stephens and Brown, A | | |

|Handbook of Literacy | | |

|Strategies, | | |

|Chapter 4, pages 118-119. | | |

| | | |

| | | |

|Slide # 26 | | |

| |[pic] |Participant Instructions: |

|Title of Slide: | | |

| |Facilitator Instructions | |

|Note Taking Do It Yourself. | |Participants should be informed about note taking. |

| |Display this slide. | |

| | |νThere are many types of note taking systems. |

| |Present and discuss the following information. | |

|Materials: | |νAny note-taking system should present information in|

| |Explain Slide 26. |an organized manner that can be adapted for verbal |

|Facilitator Guidebook | |and visual presentations. |

|For Scaffolding Instruction |Continue to Slide 27. | |

|Workshop | | |

| | | |

|Scaffolding Instruction | | |

|Power point Presentation | | |

| | | |

|Vocational /Technical | | |

|Textbook or reading samples. | | |

| | | |

| | | |

|Facilitator Readings | | |

| | | |

|Stephens and Brown, A | | |

|Handbook of Literacy | | |

|Strategies, | | |

|Chapter 4, pages 118-119. | | |

| | | |

| | | |

| | | |

|Slide # 27 | | |

| |[pic] |Participant Instructions: |

|Title of Slide: | | |

| |Facilitator Instructions | |

|Note Taking Using the R3 | |Participants should be informed about note taking |

|System. |Display this slide. |using the R3 System. |

| | | |

| |Present and discuss the following information. |Students perform the following actions in the R3 |

| | |system: |

|Materials: |Explain Slide 27. | |

| | |νRead the text passage. |

|Facilitator Guidebook |Continue to Slide 28. | |

|For Scaffolding Instruction | |νRecord important notes. |

|Workshop | | |

| | |νRespond to the notes by writing questions and |

|Scaffolding Instruction | |answering those questions. |

|Power point Presentation | | |

| | |νReact by writing a summary about what they are |

|Vocational /Technical | |learning. |

|Textbook or reading samples. | | |

| | |νMake associations to learn new material by linking |

| | |to existing knowledge. |

|Facilitator Readings | | |

| | | |

| | | |

|Stephens and Brown, A | | |

|Handbook of Literacy | | |

|Strategies, | | |

|Chapter 4, pages 118-119. | | |

| | | |

| | | |

|Slide # 28 | | |

| |[pic] |Participant Instructions: |

|Title of Slide: | | |

| |Facilitator Instructions | |

|Note Taking Using the R3 | |Participants should be informed about Note Taking |

|System |Display this slide. |Using the R3 System. |

| | | |

| |Present and discuss the following information. |Participants should refer to Handout 28-1 for a |

|Materials: | |sample format page of this reading scaffold. |

| |Explain the format and four sections of the scaffold: | |

|Handout 28-1 | |Remind workshop participants that the real value |

| |Notes |in note taking lies in returning to the notes and |

|Facilitator Guidebook |Questions and Answers |Reacting, Organizing, Adding to |

|For Scaffolding Instruction |Reaction Summary |Using the notes in some way. |

|Workshop |Associations | |

| |Explain the procedures for using this scaffold. |Procedures for using this scaffold. |

|Scaffolding Instruction | | |

|Power point Presentation |5. Continue to slide 29 After Reading Scaffolds |Teacher and students should work on this scaffold|

| | |together. |

|Vocational /Technical | | |

|Textbook or reading samples. | |Teacher provides practice in the system of note |

| | |taking. |

| | | |

|Facilitator Readings | |Teacher provides utilizing experiences such as |

| | |having the students use their notes to |

|Stephens and Brown, A | |Complete a project |

|Handbook of Literacy | |Solve a problem |

|Strategies, | |Write for a publication |

|Chapter 4, pages 118-119. | | |

| | | |

| | | |

| | | |

| | | |

|Slide # 29 | | |

| |[pic] |Participant Instructions: |

|Title of Slide: | | |

| | | |

|After Reading Scaffolds |Facilitator Instructions |Participants should be informed about after reading |

| | |scaffolds. |

| |Display this slide. | |

|Materials: | |Explain that these scaffolds facilitate the |

| |Present and discuss the following information. |discussion and summarization of the reading passage.|

|Facilitator Guidebook | | |

|For Scaffolding Instruction |The next two scaffolds are After Reading Scaffolds: | |

|Workshop | |Think Alouds facilitate the self- monitoring process |

| |Think Aloud Strategy |during reading and allows for retelling the passage. |

|Scaffolding Instruction |Writing to Learn | |

|Power point Presentation |The Last Word | |

| | |Writing to Learn scaffolds make the important reading|

|Vocational /Technical | |to writing connection which in turn increases |

|Textbook or reading samples. | |comprehension of the reading material. |

| | | |

|Facilitator Readings | |The Last Word- is a writing scaffold, which helps |

| | |students personalize their learning needs. |

|Refer to: | | |

| | | |

|Billmeyer and Barton, | | |

|Teaching Reading in the | | |

|Content Areas, | | |

|Pages 139-140, and 154-157. | | |

| | | |

| | | |

|Slide # 30 | | |

|Title of Slide: | |Participant Instructions: |

| |[pic] | |

|Think Aloud Strategy | | |

| |Facilitator Instructions |Participants should be informed about |

| | | |

| |Display this slide. | |

|Materials: | |This scaffold helps students understand the thinking |

| |Present and discuss the following information. |required by a specific task. |

|Facilitator Guidebook | | |

|For Scaffolding Instruction |Explain the definition of think aloud strategy as presented |The teacher models the thinking process as she/he reads|

|Workshop |on slide 30. |aloud. |

| | | |

|Scaffolding Instruction |Continue to slide 31. |Students see how the teacher constructs meaning from |

|Power point Presentation | |unfamiliar vocabulary, and new text content. |

| | | |

|Vocational /Technical | | |

|Textbook or reading samples. | | |

| | | |

| | | |

|Facilitator Readings | | |

| | | |

|Billmeyer and Barton, | | |

|Teaching Reading in the | | |

|Content Areas, | | |

|Pages 139-140, and 154-157. | | |

| | | |

| | | |

|Slide # 31 | | |

|Title of Slide: | |Participant Instructions: |

| |[pic] | |

|Think Aloud Strategy | | |

|Scaffolding |Facilitator Instructions |Participants should be informed about think aloud |

| | |scaffolding. |

| |Display this slide. | |

|Materials: | |The think aloud includes the following reading |

| |Present and discuss the following information. |activities: |

|Facilitator Guidebook | | |

|For Scaffolding Instruction |Explain the think aloud process as described on slide 31. |Reading aloud |

|Workshop | | |

| |Continue to slide 32. |Developing questions |

|Scaffolding Instruction | | |

|Power point Presentation | |Verbalizing thoughts |

| | | |

|Vocational /Technical | |Making predictions as you read |

|Textbook or reading samples. | | |

| | |Explaining how one connects new content with prior |

| | |knowledge. |

|Facilitator Readings | | |

| | | |

|Billmeyer and Barton, | | |

|Teaching Reading in the | | |

|Content Areas, | | |

|Pages 139-140, and 154-157. | | |

| | | |

| | | |

|Slide # 32 | | |

|Title of Slide: |[pic] |Participant Instructions: |

| | | |

|What Is Scaffolding | | |

|Instruction? |Facilitator Instructions |Participants should be informed about coping strategies|

| | |they can model in think aloud readings which include: |

| |Display this slide. | |

|Handout 33-1 | |Making predictions |

| |Present and discuss the following information. |Forming a hypothesis |

| | |Creating analogies |

|Materials: |Explain Slide 32, continue to slide 33. |Verbalizing Fix-Up Strategies |

| | |Using retelling to review a process or procedure. |

|Facilitator Guidebook |Participants should be directed to Handout 33-1 for the next | |

|For Scaffolding Instruction |slide. | |

|Workshop | | |

| | | |

|Scaffolding Instruction | | |

|Power point Presentation | | |

| | | |

|Vocational /Technical | | |

|Textbook or reading samples. | | |

| | | |

| | | |

|Facilitator Readings | | |

| | | |

|Billmeyer and Barton, | | |

|Teaching Reading in the | | |

|Content Areas, | | |

|Pages 139-140, and 154-157. | | |

| | | |

| | | |

|Slide # 33 | | |

|Title of Slide: | |Participant Instructions: |

| |[pic] | |

|Think Aloud Guide Sheet | | |

| |Facilitator Instructions |Participants should be informed about Handout 33-1. |

| | |Explain that reading is a complex process that involves|

| |Display this slide. |thinking and sense making. |

|Materials: | | |

| |Present and discuss the following information. |Select a passage to read aloud to the class which |

|Handout 33-1 | |contains points that the students might find difficult |

| |Explain the guide sheet noting that students can complete the|to read. |

| |sheet during or after the reading process. | |

|Facilitator Guidebook | |Develop questions you would ask yourself that will show|

|For Scaffolding Instruction |Handout 33-1 is a student self-assessment guide, which will |what you think as you confront these problems while |

|Workshop |provide reminders of reading coping strategies to the reader.|reading. |

| | | |

|Scaffolding Instruction | |As you read verbalize your thoughts to the class, |

|Power point Presentation |Note the procedure for conducting a think aloud scaffolding |questions you have developed, and the process you use |

| |session with students detailed in column 3 on this page. |to solve comprehension problems. It is helpful to alter|

|Vocational /Technical | |the tone of your voice so that students know when you |

|Textbook or reading samples. | |are reading and at what points you begin and end |

| | |thinking aloud. |

| | | |

|Facilitator Readings | | |

| | |Explain the coping strategies such as those listed on |

|Billmeyer and Barton, | |Handout 33-1. |

|Teaching Reading in the | | |

|Content Areas, | | |

|Pages 139-140, and 154-157. | | |

| | | |

|Slide # 34 | | |

| | |Participant Instructions: |

|Title of Slide: |[pic] | |

| | | |

|Writing to Learn Strategy |Facilitator Instructions |Participants should be informed about writing to learn |

| | |activities. |

| |Display this slide. | |

| | |Writing to Learn activities: |

| |Present and discuss the following information. | |

| | |νCan be incorporated across the curriculum. |

|Materials: |Explain slide 34. This is an introductory slide which | |

| |presents an overview of the Writing to learn activities. |νHelps students personalize learning. |

|Facilitator Guidebook | | |

|For Scaffolding Instruction |Continue to slide 35. |νEncourages high-level thinking skills. |

|Workshop | | |

| | |νAssists in helping students construct meaning from the|

|Scaffolding Instruction | |text. |

|Power point Presentation | | |

| | |νWriting activities are brief. |

|Vocational /Technical | | |

|Textbook or reading samples. | | |

| | | |

| | | |

|Facilitator Readings: | | |

| | | |

|Billmeyer and Barton, | | |

|Teaching Reading in the | | |

|Content Areas, | | |

|Pages 139-140, and 154-157. | | |

|Slide # 35 |[pic] | |

| | |Participant Instructions: |

|Title of Slide: |Facilitator Instructions | |

| | | |

|Writing to Learn Strategy |Display this slide. |Participants should be informed about the strategy |

|Steps | |steps ( procedures) in using writing to learn |

| |Present and discuss the following information. |scaffolds. |

| | | |

|Materials: | |1.Select the concept you want students to explore. |

| |Explain slide 35. This is an introductory slide which | |

|Facilitator Guidebook |presents strategy steps of the Writing to learn activities. |2. Assign the Writing to learn activity anytime during |

|For Scaffolding Instruction | |the class. |

|Workshop |Continue to slide 36. | |

| | |3. Give students three to five minutes think time to |

|Scaffolding Instruction | |consider a response. |

|Power point Presentation | | |

| | |4. Have students write five minutes on the topic. |

|Vocational /Technical | | |

|Textbook or reading samples. | |5. Discuss responses. |

| | | |

| | | |

|Facilitator Readings | | |

| | | |

|Billmeyer and Barton, | | |

|Teaching Reading in the | | |

|Content Areas, | | |

|Pages 139-140, and 154-157. | | |

|Slide # 36 | | |

| |[pic] |Participant Instructions: |

| |Facilitator Instructions | |

|Title of Slide: | | |

| |Display this slide. |Participants should be informed about how the writing |

|Writing to Learn Strategy | |to learn strategy is useful in increasing reading |

| |Present and discuss the following information. |comprehension |

| | | |

|Materials: |Explain slide 36. This is a slide which presents strategy | |

|Handout 36-1 |rationale of using the Writing to Learn activities. |νWriting to learn discussion can be centered on the |

|Facilitator Guidebook | |written response. |

|For Scaffolding Instruction | | |

|Workshop |4. Discuss Handout 36-1: Additional Writing To Learn |νWriting to learn helps students reflect on information|

| |Strategies as detailed on this handout. |under discussion. |

|Scaffolding Instruction | | |

|Power point Presentation |Continue to slide 37. |νWriting to learn can be effect in helping |

| | |Students construct summaries of their reading |

|Vocational /Technical | |assignment. |

|Textbook or reading samples. | | |

| | | |

| | |Refer to Handout 36-1: Additional Writing to Learn |

|Facilitator Readings | |Strategies: |

| | | |

|Billmeyer and Barton, | |These strategies include: |

|Teaching Reading in the | | |

|Content Areas, | |Prereading: Alphabet soup, Problematic Situations, and |

|Pages 139-140, and 154-157. | |Yesterday’s News. |

| | | |

| | |b. After Reading: Read all Instructions before |

| | |operating, And the winner is… |

|Slide # 37 | | |

|Title of Slide: |[pic] |Participant Instructions: |

| |Facilitator Instructions | |

|The Last Word Strategy | | |

| |Display this slide. |Participants should be informed about the last word |

| | |strategy scaffold procedures. |

|Materials: |Explain Slide 37. | |

| | |The Last Word is a writing to learn activity used at |

|Handout 38-1 | |the end of a discussion or reading. |

| |Slide 37 is an introductory slide on this scaffold. Tell | |

|Facilitator Guidebook |participants to refer to Handout 38-1 The Last Word Scaffold |Students spend the last ten minutes of class completing|

|For Scaffolding Instruction |to see format of this guide. |the Last Word Writing guide. |

|Workshop | | |

| |4. Continue to Slide 38 and show an on screen sample of the|In the guide, students write the teacher a brief letter|

|Scaffolding Instruction |last word scaffold. |about information they do not understand, need |

|Power point Presentation | |clarified, or reviewed. |

| | | |

|Vocational /Technical | |Students also spend a time summarizing key points they |

|Textbook or reading samples. | |learned form today’s lesson. |

| | | |

| | | |

|Facilitator Readings | | |

| | | |

|Billmeyer and Barton, | | |

|Teaching Reading in the | | |

|Content Areas, | | |

|Pages 139-140, and 154-157. | | |

|Slide # 38 | | |

|Title of Slide: |[pic] |Participant Instructions: |

| |Facilitator Instructions | |

|The Last Word Strategy Guide | | |

| |Display this slide. |Participants should be informed about Handout 38-1. |

| | | |

|Materials: |Present and discuss the following information. | |

| | |Refer participants to this guide and include this |

| |This slide is a sample of Handout 38-1. Include that this |statement: |

|Handout 38-1 |scaffold can be used on a daily basis with classes. | |

| | |νIn addition to revealing to students what they do not |

|Facilitator Guidebook |4. Include this statement with slide 38. |know, this writing task can inform the teacher about |

|For Scaffolding Instruction | |what specific information needs to be reviewed or |

|Workshop |In addition to revealing to students what they do not know, |clarified during the next lesson. |

| |this writing task can inform the teacher about what specific | |

|Scaffolding Instruction |information needs to be reviewed or clarified during the next| |

|Power point Presentation |lesson. | |

| | | |

|Vocational /Technical | | |

|Textbook or reading samples. | | |

| | | |

| | | |

|Facilitator Readings | | |

| | | |

|Billmeyer and Barton, | | |

|Teaching Reading in the | | |

|Content Areas, | | |

|Pages 139-140, and 154-157. | | |

|Slide # 39 | | |

|Title of Slide: | |Participant Instructions: |

| |[pic] | |

|Writing to Learn | | |

|Guidelines | |Participants should be informed about a summary of |

| |Facilitator Instructions |writing to learn guidelines. |

| | | |

| |Display this slide. | |

| | |1.Identify appropriate topic and writing activity. |

|Materials: |2. Present and discuss the following information. | |

| | |2.Keep content the central focus. |

|Facilitator Guidebook |3. Explain the guidelines for Writing to Learn Scaffolds. | |

|For Scaffolding | |3.Provided sufficient writing time. |

|Instruction Workshop |This is a summary and review slide. | |

| | |4.Design the writing activity to review, question and|

|Scaffolding Instruction |Continue to Slide 40 for a summation of this workshop. |summarize knowledge. |

|Power point Presentation | | |

| | |5.Provide time to students to discuss their written |

|Vocational /Technical | |responses. |

|Textbook or reading | | |

|samples. | | |

| | | |

| | | |

|Facilitator Readings | | |

| | | |

| | | |

|Billmeyer and Barton, | | |

|Teaching Reading in the | | |

|Content Areas, | | |

|Pages 139-140, and | | |

|154-157. | | |

|Slide # 40 | | |

|Title of Slide: | |Participant Instructions: |

| |[pic] | |

|Scaffolding Instruction | | |

|Review |Facilitator Instructions |Participants should be informed about the summary|

| | |of this workshop. |

| |Display this slide. | |

| | | |

|Materials: |Present and discuss the following information. |In this program, we have presented: |

| | | |

|Facilitator Guidebook |Note resources found on slide 41. |1.A rationale for scaffolding. |

|For Scaffolding | | |

|Instruction Workshop |Show slide 41: Resources. |2.A reading framework for using scaffolding: |

| | |before, during and after the reading process. |

|Scaffolding Instruction |Shown below: | |

|Power point Presentation |[pic] |3.Six scaffolding activities teachers can |

| | |integrate with their content reading assignments. |

|Vocational /Technical | | |

|Textbook or reading | | |

|samples. | | |

| | | |

| | | |

|Facilitator Readings | | |

| | | |

| | | |

Scaffolding Instruction Workshop Handouts

All handouts in this section of the guidebook should be duplicated as part of conducting the Scaffolding Instruction Workshop.

• Handout 14-1 The Two Minute Preview

• Handout 19-1 K-W-L Scaffold

• Handout 21-1 Key Questions Scaffold

• Handout 24-1 Concept Question Chains

• Handout 28-1 Note Taking Using the R3 system

• Handout 33-1 Think Alouds

• Handout 36-1 Additional Writing To Learn Strategies

• Handout 39-1 The Last Word

Scaffolding Instruction Workshop Handout 14-1

The Two Minute Preview

Name ______________________________ period ____

1. Introduction and Vocabulary: What is the author talking about? Are there any new vocabulary words in this passage which are in bold or italics?______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. Heading and Subheads: What are the topics of these sections? __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. Graphs, Charts, Maps and Tables: Do I understand how to interpret this information? ______________________________________________________________________________________________________________________________________________________________________________________________________

4. Margin Notes: What kind of information do they provide? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

5. Summary: Does the reading have a summary paragraph or page? __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

6. Questions: What questions do I have about this reading and can I make any predictions? _____________________________________________________________________________________________________________________________________________________________________________________________________

Scaffolding Instruction Workshop Handout 19-1

The K-W-L Worksheet

|K |W |L |

|What we know |What we want to find out |What we learned and still need to learn |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

Scaffolding Instruction Workshop Handout 21-1: Key Questions

|Who |What |When |Where |How |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

|Scaffolding Instruction Workshop Handout 24-1 |

|Concept Question Chains: A Reflective Reading Strategy |

What is it? The Concept Question Chain is similar to Key Questions in that both require students to use higher order thinking skills when they formulate responses to questions about what they have read. As such, it is a valuable tool for in-class and independent reading. The Concept Question Chain consists of three levels of questioning: literal, interpretative, and applied. All questions are designed to help students grasp the meaning of the text-based concept or theme and apply it to another situation (Billmeyer &Barton, p.142).

How to use it:

1. Select one important concept or theme from the text about which you want students to have a thorough understanding.

2. Construct questions about this concept at each of the three levels:

a. Right There Questions or literal questions which the reader can locate and put his finger on the answer in the text. Questions can begin with: “Who is”, “where is,” “what is,” “when is,” “what is,” “ how many,” “when did,” “name,” and “what kind of.” There is just one right answer to the question and it can be stated in a few words.

b. Think and Search Questions or interpretative questions ask the reader to make inferences and discerns relationships about the author’s ideas. The answers are found in the text, but require the reader to connect ideas located in different parts of the text. Questions can begin with the words such as: “summarize,” “contrast,” “explain,” “find two examples of,” “why did,” “how did,” and “what caused.”

c. On My Own Questions or applied questions expect the reader to evaluate text-based information, or apply it to a different situation or context. The answers to these questions are found beyond the text in conjunction with the reader’s prior knowledge. Questions begin with phrases such as: “what do you think about,” “prove,” “apply,” “what if,” “what would you do if,” “evaluate,” how would this be different if,” and “suggest.”

3. Write questions that will cause the students to connect ides and understand the concept. Provide students with a question at each level to guide their reading and to show them that you want them to read more than at the literal level alone. Encourage structured note-taking that addresses the questions you have posed.

4. After students have read the selection, lead a discussion using the questions you have developed. As students become more proficient at answering your questions, encourage them to compose questions on their own for use in understanding of the reading and to guide their classroom dialogue during discussion of the reading.

Scaffolding Workshop Handout 28-1:

|Notes Questions & Answers |

Note Taking Using the R3 System

Reactions:

Make Associations to learn new material:

Scaffolding Instruction Workshop Handout 33-1

Think Aloud Self-Assessment

Think Alouds:Assessing My Use of the Think Aloud Strategy

While I was reading, how much did I use these “ think aloud” strategies.

| | | | |

|Not Much |A Little |Most of the time |All of the time |

|Making and Revising | | | | |

|Predictions | | | | |

|Forming Mental Pictures | | | | |

|Connecting what I read to | | | | |

|what I already know | | | | |

|Creating analogies | | | | |

|Verbalizing confusing | | | | |

|points | | | | |

|Using Fix-up Strategies | | | | |

|Scaffolding Instruction Workshop Handout 36-1 |

|Additional Writing to Learn Strategies |

This page lists a few more Writing to Learn Strategies you may wish to try in your classroom reading lessons. The writing activities listed below are intended to be brief, can be assigned at any point during the class period, and help students construct meaning about what they read.

Prereading Activities:

1. Alphabet Soup. This activity can be used to activate students’ prior knowledge. On the first day of a unit, have students work in groups to complete the K-W-L Scaffold (Handout 19-1). After the groups have worked together on the K-W-L scaffold, each student should spend five minutes writing about their prior knowledge. If the information is new to the student, have students write on their first impressions they have about the subject. This writing activity can be shared with the class; or kept as a learning log activity.

2. Problematic Situations. Instead of having students discuss potential solutions to a problematic situation, have each student write his/her own solution to the problem. Discuss student solutions.

3. Yesterday’s News. This is a review and writing exercise. Have students spend five minutes writing a note to student who missed a previous class. In the note, students explain how one idea they learned in the class is important to their lives.

After Reading Activities:

1. Read All Instructions Before Operating! Have students write instructions for how to solve a problem or skill they have just learned.

2. And the Winner Is… This activity works best at the end of a unit, as it is a student-led form of review. Have student brainstorm on the following: The publisher of the textbook we use wants to know which individual or concept included in the chapter/ unit had the greatest impact on your life and why. Once the students have brainstormed, have each student write a letter to the publisher identifying his/her choice and cite reasons for the nomination. Nominations will be considered on the persuasiveness of each argument.

Scaffolding Instruction Workshop Handout 39-1

The Last Word

Name____________________________________________

Class________________ Date ________________________

Today, I understood ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Today, I did not understand ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download