Scaffolding Vocabulary

In EdPsych Modules the author states that scaffolding is a temporary social support to help children accomplish a task. This support is given to students to guide them. Students needs this support so they are not lost or aimless. Scaffolding is something I see and do daily in my field expereince. This week my CT and I hit the vocabulary on the weeks's text, Two Bear Cubs, with full force. Half of my class are English Language Learners (ELLs) and since the text contained higher level vocabulary, we decided to focus on vocabulary this week in addition to the story. Classrooms that Works states that vocabulary is critical to reading comprehension, which is a massive part of 3rd grade. Working on vocabulary with my students could aid their reading comprehension, which is what many of my students are struggling with.

The week started with teaching the vocabulary. First we did whole group vocabulary instruction. This involved my CT teaching the words to the students. Then the students read a text with the vocabulary and my CT and I pointed out the usage of the words. The next step was to complete a graphic organizer worksheet on the words. While doing the worksheet I provided support to students to help them learn the words. I taught them how context clues can help us figure out the definition of a word while reading and to go back into the text. This worksheet is a formative assessment.

After the students completed the worksheet above. My CT put the vocabulary words up on the wall to build off what the students did independently! During the rest of the week I made use of the Vocabulary Wall. I use explicit cues to highlight the world wall and to remind students of it. This was done because my students seem to not remember the resources they have in the class. In Cues, Questions, And Advance Organizers, the author states that cues are hints to students about the content and they reinforce information that students already know. When I cued my students toward the vocabulary, my students seemed to remember and think back to what they learned.

Moving on, while reading the story whole group my CT stopped at the high-lighted vocabulary and led the students in discussion about the word. Below is an example of the world console in the text. During this time, I gave additional support to my ELLs to help them understand the word. I walked around the room and engaged with them about the world "console". I gave an example of the word console with movement and then I used the visual in the text where the worm is consoling the bear. When seeing the picture, some of my ELLs understood better and were able to tell me what console means in their own words! This shows the importance of a visual aid.

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