You caught a beauty!!!
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Download PDF of scaffold here.
theory behind scaffold…
Knowing the sequence of events in a story (in a book or in a video) is an important skill for young learners – in any language. In their first years of schooling, we need to specifically give our students the opportunities to be able to recognise and express this order, and the phrases to use to clarify sequences, so that the dynamic comes naturally to them later on in life.
Children´s days are full of sequences; a normal sequencing routine in the morning would be that they get out of bed, brush their teeth, and then eat breakfast. Young learners need to understand that order has importance and then they need to learn and practice using the vocabulary and phrases to express this order. Phrases such as ‘In the first place,” Afterwards’, ‘Next’ ‘Finally’, help them to make sense of events – in real life and in stories. Scaffolding helps to initiate this dynamic even before our students can recognise the written words. In this activity, we´ll use a story from the popular children series ´Maisy´. We´ll focus on only three phrases (´first´, ´next´, ‘afterwards´) to simplify the activity. You can assess whether your students can assimilate more.
- Choose 8-10 images from the story you are going to read to your students or a video you are going to show them. Print them on large paper or copy them to slides to project them on in the classroom. Place them also on an A4 piece of paper to handout to pairs of students. (If you are going to show a video you can do ‘Capture Screen’ to get the images to use for this activity.)
- Print or write the sequencing phrases in large letters on separate pieces of paper and post them on the wall so that all the students can see them. (‘first’, ‘next’ and ‘afterwards’.)
- In a class circle, model the activity which will be in two parts. After you have modelled the two parts, choose students to practice the activity in front of the rest of the class.
Example Part I:
Student 1: I see Maisy. Maisy is waving.
Student 2: I see a black cat. Maisy is petting the cat.
Student 3: I see a horse. Maisy is looking at the horse.
Example Part 2:
Student 1: First, Maisy is waving.
Student 2: Next, Maisy is petting the cat.
Student 3: Afterwards, Maisy is looking at a horse.
(Dare to believe that your students can do this and they will. Our students will reach our expectations of them.*)
- Afterwards, give the students the 8-10 images on the handout and students work in pairs to sequence them using the three key words: ‘first’, ‘next’ and ‘afterwards’.
Formative assessment: Project the images in a random order and ask pairs of students to sequence them, using the three key phrases they’ve been practicing..
- Read the story or watch the video together.
- Reflection: Ask students if it helped to see the images before they watched the video. Elicit differences between the order they gave the images and what they saw in the video.
*Becoming a High Expectations Teacher
video explanation of scaffold…
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.