Page 43 - Scaffolding for English Language Learners

Presenting the Read-Aloud.)
Word Work: Trade
Core Knowledge Teacher and Student Actions
The teacher discusses the word trade. The teacher reminds students of the word from the text. The students repeat the word. The teacher explains the word. The students engage in partner talk about trade, then complete a Drawing and Sharing activity.
AIR Additional Supports
Provide this instruction prior to the story so that students learn the meaning of the word trade prior to reading the text, and use role playing instead of drawing and sharing because it takes less time and provides more opportunities for discussion.
4. Extensions
AIR Additional Supports
Provide additional practice to help students master word meanings and grammar.
Multiple-Meaning Word Activity
Core Knowledge Teacher and Student Actions: Overview
If there is available time, the teacher provides instruction in extension activities about multiple- meaning words, syntax, vocabulary, and early world civilizations.
AIR Additional Supports
 Teach students about multiple meanings at the beginning of the lesson and then provide definitions for multiple meaning words during the close reading. AIR suggests teaching students only word meanings that are lexiled within the stretch lexile bands of a student’s grade.
 Use the following routine to reinforce multiple meanings after the passage has been read. The word bank has two meanings. Who remembers one meaning? Who remembers another
meaning? Another word that has two meanings is the word rich. What is one meaning of the word rich? What is another meaning of the word rich?
Syntactic Awareness Activity
AIR Additional Supports
Supplement the CK activities that teach singular personal pronouns with an activity that includes concrete objects. An example follows:
 Ask three students to come to the front of the class. Make sure there is a mix of boys and girls. Give
each student an object. Have each student enact the following routine: I am ______. I have a _______. I have it. He is __________ [Robert]. He has a ________. He has it. She is _______ [Maria]. She has a ________. She has it. Let them switch objects and the next child talks through the routine.
Vocabulary Instructional Activity
AIR Additional Supports
Supplement the CK activity that teaches the meaning of the word exclaim with the following routine:
In the read-aloud you heard “Iddin thought for a minute, then exclaimed, “The canals!” Say the word exclaimed with me three times.
American Institutes for Research Scaffolding Instruction for ELLs: Resource Guide for ELA–39