Tuesday, November 21, 2017

Scaffolding language: Scaffolding learning - Chapter 3 and 4

Chapter 3


1.     Why do children tend to work at higher cognitive and language levels when working collaboratively?  Please review example on page 51.

2.     List several numbers of principles for effective group work.  

3.     How do well-designed and well-run groups of ELs working together provide opportunities for language development?

4.     How can the ideas provided for beginning ELs be integrated in subject topics?  Consider ways in which you may be of support to content area teachers in planning to integrate subject specific topics into lessons and activities.


Chapter 4

1.     How does Pauline Gibbons explain the connection between speaking and writing for ELs?


2.     On page 86, the author presents introduction of key vocabulary.  Let’s discuss ways in which you have had success in introducing new vocabulary to ELs.


3.     How does teacher-guided reporting encourage ELs to “stretch” language use and production?



4.     What does the author mean by literate talk?