← Grade 3 ELA Scaffolding Guide
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Grade 3 ELA Scaffolding Guide
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Grade 3 ELA Scaffolding Guide - Flashcards
| Front | Back |
|---|---|
| What is the purpose of the ELA Scaffolding Resource Guide? | To provide teachers with examples of scaffolds and strategies to supplement instruction of ELA curricula so all students can access grade-level content. |
| What is a "scaffold" in instruction? | An instructional support teachers intentionally build into lesson planning to provide "just right" and "just in time" help, allowing access to grade-level content without changing the actual text or problems. |
| How are scaffolds different from differentiation? | Scaffolds do NOT give students different texts or problems; they support all students in accessing the same grade-level content, and are gradually removed as students master skills. |
| What are the Next Generation Learning Standards meant to foster? | 21st century skills needed for college and career readiness, preparing students to be lifelong learners and thinkers. |
| What is Universal Design for Learning (UDL)? | An approach incorporated into curricula to provide multiple means of representation, multiple means of expression, and multiple means of engagement to reduce learning barriers for all students. |
| Who are ELLs/MLLs? | English Language Learners / Multilingual Learners. |
| What does explicit instruction include, according to Archer and Hughes (2011)? | Clear statements of purpose/rationale for learning, explanations and demonstrations of the instructional target, and supported practice with specific feedback. |
| What are the four instructional focus areas in the ELA guide's Table of Contents? | Reading, Writing, Speaking & Listening, and Language. |
| Name two scaffolds listed under "Reading." | Modeling Graphic Organizers and Choral Reading. |
| Name two scaffolds listed under "Writing." | Paragraph Frame and Writing Frame (Guided Practice is also listed). |
| What scaffold is listed under "Speaking & Listening"? | Sentence Starters. |
| Name two scaffolds listed under "Language." | Explicit Vocabulary Instruction and Frayer Model. |
| What is a graphic organizer used for? | To help students organize information and ideas from a text and communicate more effectively. |
| What is a "think-aloud" process? | A teaching technique where the teacher models how to complete a task (like filling in a graphic organizer) by verbalizing their thinking process step-by-step. |
| What are the five parts of the "Somebody...Wanted...But...So" story structure used in the Close Read Recording Form? | Somebody (character), in (setting), wanted (motivation), but (problem), so (resolution/solution). |
| How can teachers further scaffold reading for students who need extra support? | By "chunking" the text according to sections of the graphic organizer form. |
| What should teachers do as students become more familiar with a scaffold like modeling? | Fade the use of modeling and move toward supporting students more independently. |
| What suggestion helps avoid isolating students when using scaffolds? | Make scaffolded worksheets or activities available to all students, not just some. |
| What is one way to support ELLs/MLLs according to the guide? | Provide opportunities for them to utilize their home language knowledge and skills in the learning environment. |
| What example module/text is used to illustrate Modeling Graphic Organizers? | Module 1: Unit 1: Lesson 2, using the story "Rain School" and the Close Read Recording Form. |
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