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Enhancing Learning Through Scaffolding in Listening and Learning Sessions

In this session, participants will learn how to effectively scaffold a Listening & Learning Read-Aloud using a detailed Planning Tool and various scaffolding strategies. By the end of the session, you will be able to create differentiated Interactive Reading Supports tailored to your classroom needs. Engage with read-alouds to uncover strategies for building knowledge over time, fostering student-to-text connections, and integrating vocabulary development. Equip yourself with the tools to offer flexible scaffolding that meets diverse student needs and enhances their learning experience.

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Enhancing Learning Through Scaffolding in Listening and Learning Sessions

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  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?

  5. 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)

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

  7. 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

  8. 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

  9. 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?

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

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

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

  13. 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.

  14. 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.

  15. 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

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

  17. 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

  18. 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.

  19. 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?

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

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