Under and Over-Scaffolding Complex Texts

No More "Baby Stuff"
February 9, 2017 | Volume 12 | Issue 11
Table of Contents

The Differentiation Equation: A Tool to Develop Independent Readers
Marie Aurea Garrido

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Scaffolding Complex Texts

The examples below come from the article written by Marie Aurea Garrido about two different teachers and how they differentiated for all levels of readers.

Classroom 1: The 8th graders in Ms. Jeffries's class are quietly reading the poem, "The Charge of the Light Brigade," and answering a set of questions that come from the textbook. The students, a mix of on-level and struggling readers, are having difficulty with the vocabulary and meaning behind the poem. Despite that, Ms. Jeffries is satisfied that 80 percent of the class has earned a 60 percent or higher score on the assignment.

Classroom 1 is a prime example of "under-scaffolding" complex texts for any level of reader. This teacher could benefit from the following strategies:

• Word Wall- key vocabulary posted around the room.

• Previewing the Text- having students skim and scan the text looking for words or ideas that they do not understand.

• Marking the text- annotating the text to help with vocabulary and comprehension of the text.

• Formative assessment data: this would help her understand who needed additional scaffolding. 

Classroom 2: Ms. Andrews's 7th grade class of struggling students are in a circle, listening intently as she reads aloud an editorial about smartphone privacy issues that relates to the unit on privacy versus security and the U.S. Bill of Rights. The students follow along and listen as the teacher connects the concepts to the unit and defines key words for them. The exit slip at the end of class shows that all of the students can explain that day's class content.

Classroom 2 is an example of "over-scaffolding" complex texts for students. This teacher could benefit from the following strategies:

• I do, We do, You do: Students should be allowed the time to show what they can do based on what they have learned from the teacher. This is the idea of gradual release of responsibility. 

• Think, Pair, Share: Allowing students to have some partner time to work through tough texts. The students can talk through their struggles with a partner before sharing with the larger group

• Formative Assessment data: Again, having an understanding of what kids can do before you begin will allow you to purposely plan your differentiation of reading complex texts.