Week 7: Teacher's Use of Scaffolding Strategies During Read Alouds
Would you tell a kindergartner to write a paragraph about what they did during the summer all by themselves? Hopefully not. Why? Because they need your assistance to do that, they need help with their letters and forming sentences first before they can start writing full paragraphs. Even though you may have some students that are more advanced than others you wouldn’t just throw them in without any assistance. For this same reason you wouldn’t give your students a Shakespeare book with some study guide questions, say read it and then answer the questions. No because students need a foundation, they need some kind of guidance to be successful and to not feel like they are bad at school just because they don’t understand the material or can’t do it. We all remember popcorn reading. I don’t know about you guys but I did not like popcorn reading at all, because I didn’t like my accent when I read aloud plus I would also take a long time to just read a paragraphbecause I didn’t know most of the words. This is why most kids don’t like to read because they are challenged in ways that they are not used to when it comes to literature.
“Young children’s participation in read aloud activities is viewed as a particularly important context for facilitating their development of key emergent literacy skills, including vocabulary knowledge and print awareness” (Pentimonti, 2010, pg 241).
Scaffolding is a process where we as educators provide support to the students and then gradually withdraw that support when the students are ready to do tasks more independently. It is necessary to push your students but not so much that they feel stressed because they don’t know how to do it. Scaffolding gives them that opportunity to “complete a task that is beyond their independent capabilities” (Pentimonti, 2010, pg 243). Students at all levels need some sort of scaffolding, they need some knowledge in order to fully understand the material that we have given them.
So as future educators it is our job to make sure students not only enjoy literature but also understand it as much as they can. For this to happen we are going to use the high support strategies of scaffolding and the low support strategies. Teachers today are using more low support strategies which aren't really helping the students understand the material so we are going to use a mixture of both but use the high support strategies more. The high support strategies help students come to the answer by themselves but all the teachers are going is guiding them to that correct answer, we are not giving them our opinion on what the answer will be but we will use their knowledge to help them realize the answer all by themselves.
The low support strategies are
- Generalizing
- Reasoning
- Predicting
The High Support Strategies are
- Co-participating
- Reducing Choices
- Eliciting the Answer
Questions1. What makes scaffolding a powerful tool in the classroom for teachers to use?2. Do you think students get more out of reading aloud with a group or with the whole classroom?3. Do you think being a minority and/or a low income student affect your knowledge on literature?4. In your opinion which strategy is the most important?
I'd like to comment a bit on the first and second questions. First of all, scaffolding is a powerful tool because it helps the teacher guide the students to answers that they may not have originally found themselves. Scaffolding is something that I learned about in one of my previous classes, and I feel like it's something that you do without having to think about most of the time. But if you have any sort of knowledge on a subject, sometimes you assume that students know things that they might not, and then your lesson becomes a whole lot harder because your students don't have that previous knowledge that you assumed they had.
ReplyDeleteAs for the second one, I personally think that small groups are the way to go. As a child, I was a really good reader from the get-go. I did have trouble with some texts and bigger words, but for the most part, I was really frustrated with activities like popcorn reading. I read faster than a lot of the kids, so I would end up reading ahead. Because I was impatient, I would get lost reading the story by myself, and then when it got to my turn, I would get in trouble for not knowing what to read. Either I would read ahead, or I would start day dreaming while I was waiting for other kids to sound out words that I already knew how to pronounce. I only had one teacher that helped me with reading, and it was in fifth grade. My fifth grade teacher knew I was reading at a more advanced level than my peers, and instead of assigning me the same reading assignment as the other kids, she actually gave me a more difficult book to read by myself along with some other students that were near my level. Now, I know a lot of people are really against separating students into groups based on ability because of how it affects the other kids' confidence, but for me, it really saved my love of reading because I wasn't so bored during reading class all the time.
Paige, I had almost the same experience when we did "popcorn reading" in the classroom. I would count how many people were in front of me and then count that many paragraphs so I knew what paragraph I had to read out loud. Not because I was nervous about reading in front of everyone, but because I would want to read the whole page before my other classmates got finished. Then when the person sitting in front of me would read, I would go to the paragraph I was supposed to read to get ready. I think that reading out loud in a small group would be a better experience then reading material with the whole class.
DeleteI know a lot of people have had that same experience- there was that whole thing on Twitter that went out a while ago, and so many people liked it! I thought it was really interesting to know that so many people were anxious about it. Thinking about that, I also remember something another teacher did. She had Popsicle sticks that had our names on them, and she would call people at random to read. That was worse and better for me- I couldn't count the people ahead of me, so it kept me on my toes, but I also feel like it made me so much more anxious.
DeleteFor the first question I would prefer reading in groups. I remember I had the same experience as Samantha Jones in some way when reading as a whole class. I would count ahead of time to know what part I’m going to read because I was nervous and I didn't like to read out loud because I was afraid of mispronouncing a word while reading. I would be so focused on trying to say my part perfect that I was distracted and didn't pay attention to others reading. I think this takes away on students understanding the book because some might do the same and practice their part and won't pay attention while others are reading.
DeleteI'm glad you brought this up Paige because I have always been the student who took forever to read and that is why I hated popcorn reading but it is interesting to see the other side of it. I never thought about what the other students might be feeling, I thought everyone felt the same way as me but hearing how you just wanted to read the whole page and not wait for the other students really opened my eyes.
DeleteI agree with you guys that reading should be done in smaller groups but would it be better to put the more advanced readers together or mix them up? Because you could have the more advanced kids help the other students but then we come to the same problem of them having to wait on them and being bored.
I think scaffolding is an important tool in the classroom because it helps children feel more motivated to learn. If a student is confused and lost with an assignment, they are more likely to shut down and not want to do the work. However, if a child has guidance and help through what they are supposed to be doing, they will be more likely to have motivation while doing their work. I also think it is important because it teaches children the different strategies and methods to use while trying to find answers, so they can eventually do it on their own without guidance and prompting. I think using scaffolding prepares students for later in school when they will be expected to do things more independently. I think both strategies are really important, but it depends what level of self-regulation and guidance your students are at. I think for younger, less advanced students high-support strategies are most beneficial, but for older, more advanced students then low-support strategies are better.
ReplyDeleteI like how you said that it will prepare them for later school when they are expected to do things more on their own because that is true I hadn't thought about that. I think that yes for younger students we should use the more high-support strategies but it also depends a lot on the students knowledge and where they are at because I know a lot of young really smart kids that probably don't need that much guidance. Also another point is that some students might need high-support strategies on Math but low-support strategies in English it just kind of depends on the student and how they learn best.
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ReplyDeleteScaffolding is indeed a very important tool to use. It can end up helping or harming the student. Its very important to be able to use high support strategies for students who may need it. Its also influential to be able to use low support strategies for children who may not need as much guidance. If you don't children may feel hindered and you could possibly hinder their skills/learning. I believe a good educator can switch between both support strategies depending on the student.
ReplyDelete“Read alouds are a highly socialized activity, therefore providing an interactive context within which children learn and apply verbal and conceptual skills (Neuman 1996) (242).” With this statement I answer question 2, “Do you think students get more out of reading aloud with a group or with the whole classroom?” I think regardless of groups or the whole classroom that the student is still benefiting from reading aloud. Like the statement states, reading aloud results in students learning and applying verbal and conceptual skills. With the group or whole classroom students are still getting those verbal and conceptual skills because they have peers around them that are engaged in the topic. The read alouds not only help the teacher form discussions, but it helps students work together when needed. Students are able to help the reader with vocabulary words, and teachers are able to take note of which students are were they need to be.
ReplyDeleteThank you for pointing out that quote. I agree that regardless students will be getting something out of the reading aloud but my problem is how you keep every single student engaged? Because the students abilities ranges from high to low so how can you keep all students in the conversation participating if they are reading ahead or if they are focused on what paragraph they need to read next and start preparing for it.
DeleteFor your second question, "Do you think students get more out of reading aloud with a group or with the whole classroom", personally I hated to read out-loud in a classroom. In elementary school, I had a speech problem, and never wanted to speak in front of the class. It made me incredibly nervous. I used to count what paragraph I would have to read, and then read it over and over again in my head, so I would make sure I didn't mess up on any of the words. I now realize when I did that, I did not pa attention to anything that was happening in the reading, only focusing on one small part. Every student is different though, some may want to read out loud, because they get distracted on their own. This is why it is important to realize that everyone is a a different learner.
ReplyDeleteI was the same way hayley, but mine was because of my accent. I didn't want anyone making fun of me because of my accent, and because of that I don't remember a single reading from elementary school because I was so focused on my accent and sounding the same as everyone else. This is true I do think it is important that every teacher realizes that some activities are not going to be helpful to every single student.
DeleteTo answer your 3rd question, do you think being a minority and/or a low-income student affect your knowledge on literature? Yes, it can, but not always, having gone to school with children who were a part of 1 or both of these groups, they were definitely further behind others in literacy skills. I don’t think it necessarily makes someone less knowledgeable though, it just means they need more guidance in catching up and getting to where they need to be because they had less contact with literacy resources than others. The reading also says, “children who are reared in homes characterized by limited resources due to low socioeconomic status tend to exhibit less knowledge about the alphabet and print concepts compared to children reared in home of relative advantage” (Pentimonti, p.242).
ReplyDeleteDora I really can relate to what you said about how being a minority or at a low-income house can be a disadvantage but at times its never always the case. Growing up I've had some experiences where I had to come home with the lights turned off because we couldn't pay the light bill at one time. I found it kind of difficult to do homework but luckily I had my dad and mom and we would go to the library as a resource to get it done. So that alone proves that your circumstances cant make you. I also like that quote you stated about how the socio-economic status of a students home can determine if they'll be successful or not. I don't agree with that either its just dismissing that students potential academically and classifying into a group before they graduate from high school.
DeleteScaffolding is a powerful tool because it can make the student feel more comfortable to do tasks. For example, like you mentioned popcorn reading sometimes when students are put on the spot they may not think or read how they normally do because they are in a stressful situation. I think students can get the equal amount of reading aloud a group and classroom because reading in a group can eventually make them more comfortable to read in the classroom so in a way its a step up.
ReplyDeleteTo answer question number one: "What makes scaffolding a powerful tool in the classroom for teachers to use?" Scaffolding is a powerful tool to use in the classroom for teachers because it allows teachers to help guide their students to the right answer without just giving them the answer. The best part about scaffolding is that there are different kinds which is very useful because not all students think and learn the same way. Scaffolding is also useful because it helps students eventually move to a higher level of thinking.
ReplyDeleteTo answer question number two: "Do you think students get more out of reading aloud with a group or with the whole classroom?" I think students get more out of reading aloud with a group more than with the whole classroom. Reading aloud in small groups helps with taking out distractions that come with reading with the whole class. I personally would never pay attention because I thought the readings were extremely boring or would not understand them so I would daydream or look around at everyone else that is not paying attention. Reading aloud in small groups can also take out some anxiety students have with reading aloud. It is a lot easier to read to 3-5 people than 15- 20.
- Deja Shelton
DeleteTo answer your first question I think scaffolding is a very powerful tool! It is a powerful tool because it gives students to a chance to get the help they need, but when they do not need it anymore the teacher can slowly back away to let the student work on their own. I think this tool is very helpful, and every teacher should be using this tool. Once we get our students to the level we want them at, or get them to the point where they are understanding a certain topic, we as teachers can slowly back away (while still being close enough to help the student if need be), and let the student work on their own.
ReplyDelete"Do you think being a minority and/or a low income student affect your knowledge on literature?"
ReplyDeleteNo. Being a minority and/or a low income student does not affect your knowledge of literature. Life situations may affect a students knowledge of literature but that is not always the case. Just because a student is black or brown and come from a low socioeconomic background doesn't mean they don't have parents or guardians making sure they read and have a understanding of literature. Life happens but we as teachers can't judge students knowledge of literacy just of their socioeconomic background. I also want to put out there that someones skin color does not equal literacy or illiteracy. I am a black girl and I have always excelled in school, not because I come from a rich family who can afford all types of things but because my mom cared enough to teach me, read to me and care about my success. We have to stop the narrative that students who come from less privileged backgrounds don't know anything because they do and we have to build off of their knowledge.
Reading in front of the class was one of the most terrifying things for me. When I was younger, I struggled with reading and I had a horrible lisp. I was worried that when I would read, someone would make fun of me for my lisp or they would make fun of me if I messed up on a word, which happened often.
ReplyDeleteAs of today, I feel like this has really impacted my life and how I communicate with groups of people. So, in my opinion, giving students to option to read on their own or in a small group is the best idea. If they are reading alone and you are worried about them actually reading or not, you could do an exit ticket of what they read. If the exit ticket does not meet the time you gave them to read, then you could chat with the student the next day and try a fix the situation so the student can still read on their own and isn't uncomfortable because they are being forced to read in front of the class.
I remember popcorn reading and how stressful it was for me. I was always very nervous during this activity because I did not want to misread a word. I did not feel as if this strategy was beneficial for me because instead of paying attention to to the reading I was reading ahead making sure I knew all the words in case I got called on. To answer you first question, I believe scaffolding is a powerful tool in the classroom for teachers to use because it allows the teacher to see where the student is and their progress. It is also really helpful for the students because they are able to get help and have support when they need it. It allows students to go at their own speed instead of the speed of their peers. I will for sure use scaffolding in my classroom. In regards to your second question, I believe that students get more out of reading when they work in small groups. I think that students feel more comfortable with less people because there is less pressure. Small groups also allow the students to talk through the text and ask each other questions.
ReplyDeleteYour post was very informative! I want to answer your question “What makes scaffolding a powerful tool in the classroom for teachers to use?” I want to start off by saying that it is a powerful tool because the teachers can see if a student is understanding or struggling just by asking a simple question. It’s also a good tool because it guides them, and I feel like it motivates them more versus if the teacher was not present in asking questions. Also, your other question, “Do you think students get more out of reading aloud with a group or with the whole classroom?” I believe students might get more reading with the whole classroom if the teacher is present in asking questions. The students will be more motivated to follow along if each one is required to read. Lastly, I want to answer your last question, “Do you think being a minority and/or a low-income student affect your knowledge on literature?” I think it can somehow slow down their process to be successful in reading, but I don’t think it is a direct issue. For example, a low-income student might not have a computer or access to books, but he or she can at school or if they were given resources outside of school. They are just as capable if they are given proper guidance and resource.
ReplyDeleteScaffolding is such a powerful tool to use as a teacher and we should all strive to do this within our teachings. Scaffolding helps the student feel secure in their teacher and what they are learning. I feel as teachers we need to make sure our students feel as comfortable in the classroom as they possibly can, and scaffolding will really help achieve that. I want to answer one of your questions, Do you think students get more out of reading aloud with a group or with the whole classroom? I think students get more from reading aloud in a group. The reason I believe this is, when a student that is a struggling reader can hear a more proficient reader, the person struggling can understand it better instead of reading alone and skipping over the words or just not understanding it at all.
ReplyDeleteTo answer your second question, I think students work better when reading in groups rather than the whole class. When working with their peers in a group, they might feel more comfortable as for the group is smaller than a whole class. I think students feel more pressured when reading as a whole class because everyone is watching and listening to them. The group reading also goes along with scaffolding. If a teacher was to put students of different reading levels into the same group, they could all learn from each other. The one’s struggling could learn from the more advanced students. this way everyone is challenged.
ReplyDeleteI think scaffolding is a great tool to use as a teacher and implementing it in our future classroom is important. Think about it this way, when we kids our parents did not just throw us out into the real world. Slowly, they taught us things that would help us prepare for when it came time to take that step. Similarly, teaching should involve building the confidence in our kids first before making them perform the task on their own. I agree with disliking popcorn reading. I was always called out for not reading loud enough which only made me feel embarrassed. To answer question #2, I think students learn more from reading with groups. This is because they might feel more comfortable reading out loud with a smaller group rather than the whole class. In addition, with a smaller group they are more prone to voicing their opinions rather than siting quietly and waiting for other members in the class to speak up. Typically, its the outgoing students who offer to read out loud or answer questions which leaves out the more introverted kids.
ReplyDeleteI believe scaffolding is a wonderful instructional strategy. It aids the students in their learning process. Building on what the student know help gives them confidence in their ability to learn and succeed. Scaffolding also encourages students to ask questions and have conversations about the topic being presented. A teacher's role is to help guide the conversations not control which lends to a greater learning experience in the classroom.
ReplyDeleteScaffolding is a powerful took in the classroom to use because it helps build upon a topic so students can get a better understanding of material. I do think students also get more out of reading aloud with a group. It gives students a chance to hear themselves and hear how other people say things. Being a minority and/or a low income student can affect your knowledge on literature because you may not have access to books at home or have a limited supply. In my opinion, eliciting answers is the most effective strategy because it gets the student thinking more in depth about a topic.
ReplyDelete