Scaffolding Reading and Writing for ELLs

Adapted from EngageNY/Expeditionary Learning NTI, 2014

Scaffolding requires careful observation of our students as they work (Rodgers, 2004). As we learn about our needs, we can then guide them to what will help them build their capacity for learning, and to learn the material we planned for them to learn. Noting student behaviors on logs and through notes will aid us in the scaffolding process as we note the strengths, skills, and strategies they use to learn best with. If we see a student continually struggle with a concept we've taught repeatedly for example, this tells us they need additional support through scaffolding. Or that they simply need some guidance. Here are some principles of scaffolding:

• Monitor and observe student learning on a regular basis
• Base instruction on what the student can do, not what they could do last month or last week.
• Put the right book in the right student’s hand; guide him or her to an appropriate selection, potentially moving to a more independent appropriate selection of one's own material.
• Provide opportunities for students to work with texts that are neither too easy nor too challenging.
• Use graphic organizers to scaffold with, such as KWL charts, anticipation guides, devices that activate prior knowledge, make cognitive connections and aid in questioning.

Smith & Zygouris-Coe (2006)