Select 4 strategies for scaffolding language arts instruction for English Language Learners. Define each strategy, and provide a rationale for why each strategy should create a bridge to learning

Question

Indicate whether the statement is true or false.

Answer 1

Build background knowledge using books, pictures, realia - helps with schema development; students are able to connect new to known using concrete objects. Use word walls and story illustrations to enhance word ID - pictures provide additional information when the words are new or difficult. Allow small group/partner work - social learning; peers can provide a scaffold. Demonstrate; provide finished samples - clear expectations for process, product. Read aloud daily - model of fluent reading, more challenging topics and words than could be read independently. Allow student sharing of learning after grand/instructional conversations - opportunities to hear/use oral language structures after exposure to content. Allow dramatization to enhance learning - shows comprehension which may not be demonstrated in formal retellings or written summaries. Use interactive writing - students allowed to write as much as they know, and receive teacher assistance on difficult parts. Use graphic organizers - helps to structure information in meaningful ways for remembering and sharing. Allow partner sharing or rehearsal before sharing with whole class.