scaffolding instruction in kindergarten literacy program

Examples - Samples, specimens, illustrations, problems: Real objects illustrative problems used to represent something.Concept and mind maps - Maps that show relationships: Partially or completed maps for students to complete students create their own maps based on their current knowledge of the task or concept.Cue Cards - Prepared cards given to individual or groups of students to assist in their discussion about a particular topic or content area: Vocabulary words to prepare for exams content-specific stem sentences to complete formulae to associate with a problem concepts to define.

Advance organizers - Tools used to introduce new content and tasks to help students learn about the topic: Venn diagrams to compare and contrast information flow charts to illustrate processes organizational charts to illustrate hierarchies outlines that represent content mnemonics to assist recall statements to situate the task or content rubrics that provide task expectations.Here are some common scaffolds and ways they could be used in an instructional setting. More complex content might require a number of scaffolds given at different times to help students master the content.

Types of ScaffoldsĪlibali (2006) suggests that as students progress through a task, faculty can use a variety of scaffolds to accommodate students’ different levels of knowledge. This is the independent practice stage where individual students can demonstrate their task mastery (e.g., successfully completing a graphic organizer to demonstrate appropriate relationships among information) and receive the necessary practice to help them to perform the task automatically and quickly.

Scaffolding instruction in kindergarten literacy program