The Construction Zone: Building Scaffolds for Readers and Writers

The Construction Zone: Building Scaffolds for Readers and Writers

by Terry Thompson

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Overview


Instructional scaffolding is an essential part of teaching literacy. But what is scaffolding exactly? What does it look like in a classroom, and how can we improve the ways we use it? Despite its prominence in the repertoire of teaching strategies, scaffolding remains a vague concept for many teachers.
 
In essence, scaffolding is the idea of supporting students as they build independence. In The Construction Zone, Terry Thompson identifies four critical processes to deepen your understanding and improve your practice of instructional scaffolding:
·         Finding and maintaining a specific focus
·         Practicing flexibility in planning and delivering instruction
·         Giving constructive feedback in response to student efforts
·         Monitoring to ensure that, in every moment, students are working at optimal levels of responsibility
Thompson encourages teachers to enhance their use of the traditional gradual release process through five actionable steps: show, share, support, sustain, and survey, and in doing so provides procedures and techniques to help them establish and maintain strong scaffolds throughout the instructional day. The Construction Zone is written from the teacher’s perspective and urges educators to fully embrace their role in the scaffolding process while staying mindful of the effect it has on students.
 
Taking a student from dependence upon the teacher to independent learning is what teaching is all about, and instructional scaffolding is key to accomplishing this goal. Regardless of where you are in your understanding of instructional scaffolding, TheConstruction Zone will raise your level of awareness around your instructional practices and the ways you scaffold students to independence. 

Product Details

ISBN-13: 9781571108692
Publisher: Stenhouse Publishers
Publication date: 07/28/2015
Pages: 200
Product dimensions: 7.30(w) x 9.10(h) x 0.60(d)
Age Range: 5 - 11 Years

About the Author


Terry Thompson is an author, teacher, and consultant living in San Antonio, Texas. He trains teachers of readers and writers in grades K–8. Currently a reading interventionist, Terry has served as a classroom teacher, basic skills teacher, Reading Recovery teacher, and literacy coach. He holds a master's degree in psychotherapy and cognitive coaching and travels throughout the country consulting with classroom teachers and literacy specialists. Terry is the author of Adventures in Graphica (Stenhouse, 2008).

Table of Contents

Instructional scaffolding is an essential part of teaching literacy. But what is scaffolding exactly? What does it look like in a classroom, and how can we improve the ways we use it? Despite its prominence in the repertoire of teaching strategies, scaffolding remains a vague concept for many teachers. In essence, scaffolding is the support of students as they build independence. In The Construction Zone, Terry Thompson identifies four critical processes to deepen your understanding and improve your practice of instructional scaffolding: Finding and maintaining a specific focus, Practicing flexibility in planning and delivering instruction, Giving constructive feedback in response to student efforts, Monitoring to ensure that, in every moment, students are working at optimal levels of responsibility, Thompson encourages teachers to enhance their use of the traditional gradual release process through five actionable steps: show, share, support, sustain, and survey, and in doing so provides procedures and techniques to help them establish and maintain strong scaffolds throughout the instructional day. The Construction Zone is written from the teacher's perspective. Thompson urges educators to fully embrace their role in the scaffolding process white staying mindful of the effect it has on students.

Foreword Donalyn Miller ix

Acknowledgments xiii

Chapter 1 Scaffolding: What It Means and What It Means for You 1

Part 1 Focus

Chapter 2 Getting Focused: Identifying Learning Targets 15

Chapter 3 Staying Focused: Designing a Plan and Keeping the Goal in Sight 37

Part 2 Flexibility

Chapter 4 Flexible Design: Planning Instruction with an Open Mind 59

Chapter 5 Flexible Delivery: Monitoring Progress and Making Adjustments 83

Part 3 Feedback

Chapter 6 The Feedback Loop: Observing, Reflecting, and Responding 103

Chapter 7 Constructive Feedback: Responding in Ways That Foster Independence 115

Part 4 Responsibility

Chapter 8 Teaching for Responsibility: Putting Learners in Control 151

Chapter 9 Monitoring for Responsibility: Knowing When to Let Go 173

References 187

Index 191

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