Scaffolding Learning During Listening & Learning

1. Scaffolding Learning During Listening & Learning Session 4

2. Objective By the end of this session, you will be able to: • scaffold a Listening & Learning Read-Aloud using the Planning Tool (handout) and your knowledge of scaffolding strategies. • Write differentiated Interactive Reading Supports tailored to your class.

3. What is Listening & Learning?

4. Model Read-Aloud: Humans are Animals As you listen, think about: • How does this read-aloud build knowledge and understanding over time (think stair steps)? • What are the opportunities for scaffolding?

16. What Did you Notice? • How did this read-aloud build knowledge and understanding? • What was the main point? (end goal) • What knowledge did we assume? • What new information was presented? (end goal) • What were the opportunities for scaffolding? • What kinds of questions were asked? • What was expected of students? (end goal)

17. Building Knowledge Over Time • Preschool Year • Domain Scaffold Scaffold • Content Activities Scaffold • Read-Aloud Scaffold Scaffold • Page

18. DAP 167 Interactive Reading Supports Content: • Student-to-Text Connections • Concept development • Connection to Prior Knowledge • Integration of Knowledge • Drawing Knowledge from Picture or Text Vocabulary: • Word Introduction • Word Clarification • Picture-to-Word Connections p. 54

19. Creating your own Interactive Reading Supports • Why? • Tailor instruction to your own class • How? • Think about… • end goal (objectives) • prior knowledge • upcoming end goals (What’s the Big Idea?) • Apply scaffolding strategies • When? • Plan them in advance • On the fly during read-aloud

20. Do Now • ReadGroups of Animals: Birds, Fish, and Insects (pages 268-278). • As you read think about • What is the end goal of the read-aloud? • What kind of scaffolding is already provided to reach the end goal? • What kind of scaffolding could you provide to reach the end goal?

21. Interactive Reading Supports: How do they work? Receptive Expressive

22. Interactive Reading Supports: How do they work? Receptive Expressive Concrete Abstract

23. Interactive Reading Supports: How do they work? Receptive Expressive

24. Do Now in Groups of 2-4 Choose one of these Flip Book Pages 16-2, 16-4, 16-6, 16-7, 16-8, 16-9, 16-10 THEN: • Identify the “mini” learning goal for that page • Discuss the Interactive Reading Supports • Change each IRS to give higher or lower support. • Be prepared to share one IRS change with your table.

25. Table Share • Share one IRS with your table. • Is it higher/lower support? • Are you modifying materials, teacher feedback, or expected child response? • As a table, choose one to share with the whole group.

26. DAP 161 Creating Interactive Reading Supports • Read the entire story first. • Highlight and Circle Using the Core Content Objectives & Big Ideas • Reference the Flip Book as necessary to see image details. Use sticky notes if you want! p. 161

27. Putting it All Together • Expressive • Core Vocabulary • Prior knowledge • Interactive Reading Supports • High Support • Low support • Objectives/ end goal • Pacing/ Interest • Receptive

28. Do Now in Groups of 2-4 Choose one of these Flip Book Pages 16-1, 16-5, 16-9, 16-10 THEN: • Identify the “mini” learning goal for that page • Write Interactive Reading Supports you might use in the classroom

29. Table Share • Share one IRS with your table. • Is it higher/lower support? • How could you change it on the fly to provide more or less support? • As a table, choose one-two IRS ideas to share.

30. Debrief • Are your IRS flexible enough to allow for low and high support? • How do your IRS fit into the end goal of the page? Of the whole read-aloud? • How do your IRS fit into the end goal of the lesson as a whole? • Are your IRS fast paced enough?

31. Reflect How can you use what you learned about Interactive Reading Supports to enhance the support you provide during read-alouds?