Scaffolding

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English Through Content

• Scaffolding Strategies
• For ELL Students

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What is Scaffolding?

• Reduce Language Demands
• Adopt assessments for your readers
• Find out what they know
• Build student self-confidence with a-priori
  teaching
• Scaffolding meets readers language demands

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Assessment Without Scaffolding

• Is not valid
• Teachers cannot use assessments to help students
  learn
• Does not show what students know and can do

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How to Scaffold

• Simplify Language
• Use short phrases
• Reduce sentence length
• Use present tense if possible
• Reduce page clutter
• Space-out text

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How to Scaffold (continued)

• Provide students with choices example options
  in tasks, word banks
• Use visuals and graphics allow pictorial
  responses
• Use manipulatives, real artifacts, art projects,
  poster projects, games
• Use cooperative language think-alouds, paired
  reading, modeling by teacher, categorizing

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What are the Benefits of Scaffolding?

• Adds validity to assessment
• Allows students to show their strengths
• Allows teacher to gain information for further
  instruction/re-teaching and assessment

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Success with Assessment and Instruction

• For success in assessment and instruction of ELL
  students, teachers need an awareness of language
  dimensions and degree of cognitive demand
• To evaluate comprehension, teachers must use
  multiple types of assessment for ELL students

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Content Language

• We cannot assume students understand the language
  of a specific content
• Modifications of content language is essential
  for ELL students academic success

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What is Language of Content?

• Imagine you are in first grade and have been
  given the following problem . . .
• What words would you use to solve this problem?

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Which of the following do you think would be
confusing for Limited English Speakers?

• How many all together?
• How many in all?
• How much is 3 and 2?
• What is the sum of . . . ?
• What is 2 plus 3?
• Add the two numbers.
• Three squares and two more are . . .
• Three plus two equals . . .

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Content Language

• Assumes student has vocabulary necessary for
  understanding
• May be abstract rather than concrete
• Assumes common prior knowledge