SCAFFOLDING STUDENTS DURING GUIDED READINGDeAnna Sheets

B.E.W. Literacy Coach

University of MO- Columbia

BEHIND THE SCENES

Experience o 10 years teaching in the public school systemo Literacy Coach and Reading Trainer at

BransonElementary West in Branson, MO

Introduction Website

PURPOSE- WHY WONDER?

“Sometimes questions are more important than answers.“- Nancy Willard

Identify scaffolding strategies that work

Prepare first year teachers for guided reading instruction

COLLECTION OF DATA

Ms. Black 13 years experience

Mrs. Malberry 9 years experience

COLLECTION OF DATA

Type of Data Collection and How Often…

Interviews 1 initial interview 5 interviews with each teacher after each lesson

Observation/Videotaping 5 classroom observations and videotapes

Surveys of Student Responses 2 different surveys for students

1 after the first lesson 1 after the last lesson

DATA COLLECTION- INITIAL INTERVIEWS

Ms. Black “teaching reading is the most important part of

my day”

Mrs. Malberry “While I am at the reading table I find myself the

most at ease, it is just the students, myself and a good book.”

WHAT IS SCAFFOLDING?

Find a partner

Create a definition of scaffolding

Add it to the chart paper

SCAFFOLDING

Wood, Bruner, and Ross (1976) use the term scaffolding to describe a support system for helping children achieve success on a task that would be too difficult for them to accomplish on their own.

BRAINSTORM

What are some scaffolds that you use during guided reading?

INTERACTIVE READ ALOUD

Interactive Read Aloud- Think Aloud Teacher reads aloud for students Teacher thinks out loud and engages students in

dialogue

Dorn, French and Jones (1998)

Durkin (1966)

GRAPHIC ORGANIZERS

Graphic Organizers to help with writing and comprehension 5 of 8 lessons teacher used graphic organizer

Graphic Organizer was the highest ranked by students.

GRAPHIC ORGANIZERS

Combine linguistic mode because they use words and phrases and the nonlinguistic mode because they allow the use of symbols and/or arrows to show relationships

Hyerle (1996)

PROMPTING STUDENTS

Cues or prompts that aid students

Used constantly throughout the small group lesson

PROMPTING STUDENTS

Strategies that mobilize students into action.

“You noticed something there. What can you do to help yourself?”

“How do you think that would look in a book?”

Dorn & Soffos (2005)

PROMPTING STUDENTS

Divert the learner’s attention to the source of information

Taught for transfer (not just for the current book or problem)

Frey & Fisher (2010)

PROMPTS YOU USE

What is a prompt you use often in guided reading?

Does it transfer to multiple texts?

NEW INFORMATION LEARNED

Gradual Release of Responsibility

Mastery is not an expectation during teaching

Teachers scaffold throughout the entire guided reading lesson, but some scaffolds are more researched and probably more effective than others.

ADVICE FOR TEACHERS

Video yourself teaching a guided reading group

Write down the scaffolds you see yourself using, read about them and see if they are the most effective strategies you could be using.

How do the students respond to your scaffold? Did it enhanced their learning?