Mod 8 Discussion: Tiering and Scaffolding in My Classroom

I would adapt the Before‑During‑After (BDA) reading approach for my students. I will give students case studies in relation to the topic discussed. Before students begin reading, I will pre‑teach essential vocabulary they are likely to encounter in the text to ensure they have the background knowledge. During reading, students will paraphrase key ideas from the case study to monitor their understanding and reinforce meaning. After reading, I will implement a Semantic Feature Analysis, to help students connect selected vocabulary terms presented in the case study and connect the medical terminology in case study presented.

To support this approach, I will incorporate KWL charts so students can document what they know, what they want to learn, and what they have learned from the assigned reading. I will also create a word wall about new vocabulary learned from case studies along with its definition. Displaying these terms in the classroom will provide ongoing visual reinforcement and help students retain key concepts over time.

I will apply this scaffolding strategy within my science curriculum, specifically in my Health Science Foundations class. Using case studies as reading material will help students’ reading and vocabulary skills and their ability to connect medical terminology in healthcare situations.