You caught a beauty!!!

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Download PDF of scaffold here.

Download PDF of scaffold here.

theory behind scaffold…

Is it essential for language learning to spend hour upon hour of instruction on dissecting sentences – understanding the syntax and function of every word in a sentence – or can language be learned solely through content? Can a student understand the strength of a sentence and appreciate its meaning without being able to identify and label the words representing the subject and action phrase?

The answer is: both are necessary – to a degree. To be the best educators we can be, we need to remember how essential language outcomes are in both language and content classes. Our lessons are stronger if we target, include and model pertinent grammatical structures.* Students will assimilate and be able to interact with information more readily if they are schooled in language and communication awareness at the same time.

This scaffold is one way of addressing this challenge. The activity will help your students to understand the different elements of a sentence in a cooperative, verbal and kinesthetic context. The example we give below is from a science class on types of matter. You’ll see how you can adapt it easily to whatever lesson you’re planning.

* (Mehisto, 2017) CLIL

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Scaffoldingmagic.com is your entryway into DYNAMIC bilingual learning methodologies, such as Phenomenon-Based Learning, CLIL, EMI, and ESL. You’ll find ways to implement critical thinking tools (DOK) to promote higher level thinking, the growth mindset, instill an ethic of excellence, deep reflection on learning, and all through multi-cultural, interdisciplinary activities. We have the keys to turning competences into action and to creating collective efficacy in your school so you move ahead as a unified, enthusiastic team.