Scaffolding Examples & Explicit Instruction for the Classroom

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[@stephengoh5456]

Awesome! Love it. Thank you.

[@carriecole3673]

You are welcome! Thanks for the feedback.

[@Ms.Gilmore]

This was very informational and very helpful. Thank you.

[@katiegaston7802]

Very helpful and to the point, thank you!

[@carriecole3673]

So glad you found it helpful!

[@deonyoyo]

Thank you very helpful.... I watched with my teachers in training and they too learned.

[@carriecole3673]

Thank you! So glad you found it helpful!

[@hannahthompson3943]

Brilliant! It makes sense 😊

[@nadiahabilaassia8906]

Thank you very very much. So helpful

[@carriecole3673]

Thank you for the feedback!

[@englishforschool32]

Thank you. It's very useful.

[@hamidbahrami3399]

Hi there.
Really short and beneficial

[@somikelumsubasinghe5286]

thank you. It is very helpful

[@thelyricsschool6022]

Brilliant

[@juliajones3925]

Anita Archer❤️

[@tammyramey]

How would you do a Scaffolding with the Gradual Release Model for a Kindergarten Story Structure activity?

[@carriecole3673]

1. Model (Teacher Demonstration-"I do"): Read a narrative text that exemplifies story structure. Read through the text. Then, go back into the text and analyze, identifying the components of story structure (you may simply start with identifying beginning, middle, end, adding on other components of character, etc. later). Model retelling the three parts (beginning, middle, end)- students listening as teacher models. Point to the graphic organizer as you retell.
2. Practice Together (Guided Practice - "We do"): Pass out a completed graphic organizer to each student. Have students join you (choral response, all together) retelling the three parts of the story. Have students point to the graphic organizer as they retell.
3. Individual Practice (Check - "You do"): Have students then independently practice retelling the beginning, middle, end with a partner. As they retell, they should point to the three parts of the graphic organizer.
Once students have had ample practice with this same process in multiple texts over time, it will get to the point where you can read the text and students are then responsible for identifying the beginning, middle, end on their own and retelling.

[@tammyramey]

@@carriecole3673 Oh my gosh, thanks for your reply!

[@tammyramey]

@@carriecole3673 My kindergarten students need to 'cite evidence'. They can't read yet. Can they draw pictures to show me their 'evidence'? I'm just trying to figure out how the Gradual Release Model can work for Kindergartners.

[@petermorris2090]

Can you tell me an example how to encourage student to be innovative with scaffolding?

[@pychoon9010]

영상으로 다국어 번역하면 더 잘할 수 있어요

[@davidvega-kl5nv]

Isn't that the PPP approach?r

[@jm8822]

blah blah blah, Show it into a real classroom. This is something I really dislike about these videos. Theory is good but demonstrate it

[@spire393]

I am a retarted teacher. I hipe this hekps me.