Discussion 5 and Respond

Discuss the five levels of scaffolding that are explained in Chapter 2 of the Tompkins textbook.  Provide one example for each level that shows how you incorporate scaffolding to support your learners. 

Respond to at least two classmates' posts.

Kimberly

The five levels of scaffolding explained in chapter 2 of the Tompkins textbook include modeled, shared, interactive, guided, and independent (Tompkins, 2018, pp. 37-39). Modeled scaffolding offers the most support. Book talks and read alouds using mentor texts allows educators to model and support students’ comprehension and understanding. As teachers read a mentor text to the students, the teacher can discuss passages with the students. This offers a wonderful opportunity for class conversation about characters, plot, theme, vocabulary, and author’s techniques. Shared scaffolding includes KWL charts and shared reading. Big books are read to younger students as they follow along identifying letters, the story sequence, and the technique of reading from left to right. Interactive scaffolding includes interactive writing, choral reading, and readers theatre. Guided reading includes small, homogenous groups of students that read with the teacher using articles, short stories, and texts at their reading level. Independent scaffolding includes reading workshops and book clubs. Students transfer their knowledge and read productively with their peers in independent small groups. Teachers observe students’ conversations and offer much less guidance (Tompkins, 2018, p. 39). 

Shawanda

There are five levels to scaffolding when teaching a skill.  All of which are mentioned in Chapter 2 of the Tompkins textbook.  The first is modeling, which refers to an instructor sharing their thinking. An example being sharing the Title of a book and making connections aloud.  The second scaffolding level is shared. An example being the class rereading a big book aloud.  Interaction is the third stage in scaffolding when  teacher and students are working together to complete an activity.  An example would be creating and writing  a morning message together.  The fourth level of scaffolding is guidance. This requires the teacher to guide students with practice on a new strategy.  As students are reading a text making sure they are reading the text as the author would.  Paying attention to the punctuation in text, ensuring correct pauses and intonation. The fifth level of scaffolding is independence, when students show what they know.  When students are using editing marks to revise writing. 

Jennifer

Tompkin discusses five scaffolding levels: modeled, shared, interactive, guided, and independent (p.37-39). Teachers use modeling to provide an example of how language arts should be used. For example, to model, a teacher may demonstrate how to pronounce a word. They may read aloud fluently and with expression. Shared reading is when teachers read with their students. Teachers do most of the reading, and students join when they see familiar words. Interactive reading is an activity that is organized and led by teachers. Three examples of this are interactive writing, choral reading, and readers' theatre. Interactive reading involved hands-on activities. Guided reading is when the teacher introduces a book to the students and then they continue on their own, being guided and supervised by the teacher. Independent reading is when students are allowed to choose their own books and work at their own pace.