SCAFFOLDING

ENGAGING WITH ACADEMIC LITERACY

• Purposeful communication
• Modelling of language
• Making connections:links to prior learning and knowledge
• Mode continuum: informal to academic language
• Metalanguage

LINKS TO PL

• Formative Assessment, feedback & LISCR 
• ESL talk
• Language of Maths
• Self-regulating learning
• Differentiation

EXAMPLES OF PRACTICE

• Modelling language
• Communication
• Verifying & clarifying understandings
• Tasks which support language learning
• Variety of resources to support learning needs

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• Modelled,guided & independent opps
• Student groupings
• Differentiation
• Temporary scaffolding
• Students as active participants

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• Immediate & ongoing feedback
• LISCR which is purposeful
• LISCR which links prior knowledge to future knowledge
• Formative assessment
• High challenge & high support

NON-EXAMPLES OR MISCONCEPTIONS

• Copying words
• Not giving students time to think
• Teachers, SLSOS, parents and peers supplying answers
• Challenging tasks vs difficult task
• Supporting learning vs simplifying learning

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• Not knowing students and/or subject content
• Focusing on activity rather than instruction
• Holding onto scaffolding for too long
• Low support/high challenge
• Low challenge/high support

Questions...