Scaffolding
Scaffolding Reading for Understanding: making complex texts accessible to all students
Differentiating reading in the content areas does not always mean finding a variety of levels of text. It is easier, and often more effective, to provide a variety of ways to access the same material, particularly when your goal is content-based. So, once you have chosen a text you want all students to read, here are some steps to help scaffold.
Step 1: determine the purpose of the reading
This may seem obvious, but what we want students to get out of a reading and what they get out of reading on their own are usually two completely different things. Particularly if the content is new learning, or the text is complex. So come up with a quick KUD for the reading—no need to be all formal about it, just jot it down on a post-it for yourself; what do you want them to know when they are finished, what do you want them to understand, and what will they have to do with their new knowledge and understanding?
Step 2: determine the levels of scaffolding you will need
You know your class. You know your students. How many of them will be able to access the material with very little guidance? This will be your top level. They should still be told the purpose of the reading. Most often you will need three levels, though in some classes, AP classes for example, two levels may be enough. Once you know how many levels you want to create, you can actually divide your class into these levels on paper, which may make it easier to design your scaffolding templates.
Step 3: design the templates, starting with the top level
Always start with the top, as this is the level of thinking you want all students to reach. Remember that scaffolding does not mean “dumbing it down” for some students; it means providing the structures necessary for students to reach the highest levels of thinking. For your top level template, create a chart, worksheet, or note template that provides the purpose (see your KUD), but not much guidance around how to read or what’s going to be most important, as you know that they have the reading and thinking skills to be able to determine this on their own.
For your mid-level group, consider what students would struggle with in the top layer, and add a layer of structure. This will look different depending on the purpose or complexity of the reading. It might be a particular note-taking structure that will help them determine what’s most important; it might include an annotated version of the reading; it might provide an example from early in the reading, showing what you want them to do with it.
For your third level group, add another layer. Again, this will differ based on the reading, but you may need to be more explicit about how to read or what to look for; you might need to provide more targeted questions, or partially filled out diagrams.
Step 4: check your templates against your KUD
Take a look at your KUD again, and hold it up to each of the templates. If a student successfully filled out the template at each level, would it show that they know and understand what you wanted them to? If not, you need to change the templates. Do the templates show too much, meaning do they make students take in and work with information that you do not need them to know or understand? If so, change the templates so they focus just on what’s important. Finally, if students at all levels complete the templates successfully, are they prepared to be successful with your “Do”? In other words, if there is to be a quiz or test, could they get an A? If they will be writing an essay, do they have the content they need to get an A? If they are going to be applying the content to a project, do they have enough of an understanding to do so?
Hints and Suggestions for Talking to Students about the Differences:
The beauty of this type of differentiating is that it does not take any re-organization within the class. You do not need to split the class into three distinct groups around the room. You can color-code the templates if you want, which will help you quickly see who is working on what, or keep them all the same color, and just label them (x, y, z work well; or label them with color names—both of these systems avoid the “eagle vs. turtle” labeling). Take a few minutes before class to write student names on the appropriate level template, which will make handing them out in class more efficient.
Be honest with the students. Tell them that you are asking them to read a complex text with content that is really important for them to learn. Let them know that they are all reading the same text, but they will be accessing the information in different ways based on what you know about them as learners. Ask them to be honest with you in return, and to let you know if the template they have helps them meet the goals—it’s not if it’s “too easy” or “too hard”, but if it’s effective.
Other things?
EXAMPLES
We showed a simple example in the Format section--page two shows some of the scaffolds you might include to help students.
We will add more examples soon.
Differentiating reading in the content areas does not always mean finding a variety of levels of text. It is easier, and often more effective, to provide a variety of ways to access the same material, particularly when your goal is content-based. So, once you have chosen a text you want all students to read, here are some steps to help scaffold.
Step 1: determine the purpose of the reading
This may seem obvious, but what we want students to get out of a reading and what they get out of reading on their own are usually two completely different things. Particularly if the content is new learning, or the text is complex. So come up with a quick KUD for the reading—no need to be all formal about it, just jot it down on a post-it for yourself; what do you want them to know when they are finished, what do you want them to understand, and what will they have to do with their new knowledge and understanding?
Step 2: determine the levels of scaffolding you will need
You know your class. You know your students. How many of them will be able to access the material with very little guidance? This will be your top level. They should still be told the purpose of the reading. Most often you will need three levels, though in some classes, AP classes for example, two levels may be enough. Once you know how many levels you want to create, you can actually divide your class into these levels on paper, which may make it easier to design your scaffolding templates.
Step 3: design the templates, starting with the top level
Always start with the top, as this is the level of thinking you want all students to reach. Remember that scaffolding does not mean “dumbing it down” for some students; it means providing the structures necessary for students to reach the highest levels of thinking. For your top level template, create a chart, worksheet, or note template that provides the purpose (see your KUD), but not much guidance around how to read or what’s going to be most important, as you know that they have the reading and thinking skills to be able to determine this on their own.
For your mid-level group, consider what students would struggle with in the top layer, and add a layer of structure. This will look different depending on the purpose or complexity of the reading. It might be a particular note-taking structure that will help them determine what’s most important; it might include an annotated version of the reading; it might provide an example from early in the reading, showing what you want them to do with it.
For your third level group, add another layer. Again, this will differ based on the reading, but you may need to be more explicit about how to read or what to look for; you might need to provide more targeted questions, or partially filled out diagrams.
Step 4: check your templates against your KUD
Take a look at your KUD again, and hold it up to each of the templates. If a student successfully filled out the template at each level, would it show that they know and understand what you wanted them to? If not, you need to change the templates. Do the templates show too much, meaning do they make students take in and work with information that you do not need them to know or understand? If so, change the templates so they focus just on what’s important. Finally, if students at all levels complete the templates successfully, are they prepared to be successful with your “Do”? In other words, if there is to be a quiz or test, could they get an A? If they will be writing an essay, do they have the content they need to get an A? If they are going to be applying the content to a project, do they have enough of an understanding to do so?
Hints and Suggestions for Talking to Students about the Differences:
The beauty of this type of differentiating is that it does not take any re-organization within the class. You do not need to split the class into three distinct groups around the room. You can color-code the templates if you want, which will help you quickly see who is working on what, or keep them all the same color, and just label them (x, y, z work well; or label them with color names—both of these systems avoid the “eagle vs. turtle” labeling). Take a few minutes before class to write student names on the appropriate level template, which will make handing them out in class more efficient.
Be honest with the students. Tell them that you are asking them to read a complex text with content that is really important for them to learn. Let them know that they are all reading the same text, but they will be accessing the information in different ways based on what you know about them as learners. Ask them to be honest with you in return, and to let you know if the template they have helps them meet the goals—it’s not if it’s “too easy” or “too hard”, but if it’s effective.
Other things?
- You can’t scaffold everything. If you are delivering content through reading, there are other ways to help students access the content.
- Remember what you are assessing. If you are assessing kids on their ability to read, then you need to be specifically teaching reading. Don’t punish students who don’t read well and reward those who do, if the purpose isn’t reading assessment. If the purpose of the assignment is to deliver content or deepen understanding of a topic, then how they get the content or understanding is irrelevant.
- Of course this is a lot of work. Creating scaffolded templates will take time and thought. It’s not easy at first. But what’s the alternative? To provide students with reading that we know they cannot access is bad teaching; if we were doctors, it would be malpractice. If we feel that a certain text is necessary enough to have all students read, then we must make it accessible to all students. The good news is that you only have to create the templates once.
EXAMPLES
We showed a simple example in the Format section--page two shows some of the scaffolds you might include to help students.
We will add more examples soon.