Scaffolding Students During Guided Reading

1. Scaffolding Students During Guided Reading DeAnna Sheets B.E.W. Literacy Coach University of MO- Columbia

2. Behind the Scenes Experience • 10 years teaching in the public school system • Literacy Coach and Reading Trainer at Branson Elementary West in Branson, MO • Introduction Website

3. 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

4. Collection of Data • Ms. Black • 13 years experience • Mrs. Malberry • 9 years experience

5. 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

6. 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.”

7. What is scaffolding? • Find a partner • Create a definition of scaffolding • Add it to the chart paper

8. 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.

9. Brainstorm • What are some scaffolds that you use during guided reading?

10. 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)

11. 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.

12. 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)

13. Prompting Students • Cues or prompts that aid students • Used constantly throughout the small group lesson

14. 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)

15. 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)

16. Prompts You Use • What is a prompt you use often in guided reading? • Does it transfer to multiple texts?

17. 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.

18. 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?