Today we used many scaffolds. Choose one scaffold you used today. How would that scaffold help a student develop one or more of the Core Thinking Skills? Explain your answer.
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The reading scaffolds would be very relevant in my classroom, as well as the story sequencing. The reading scaffolds could teach (or reinforce) to students the basic sentence and punctuation structure.
The scaffolds for organizing sentences are very relevant for first grade students. Most students coming into first grade are ready to learn how to put words into sentences, but aren't independently using capitals and periods. Having the text match the pictures is a perfect way to scaffold their learning.
Scaffold: students using graph template to organize their rock sorting data in a new way.
Core Thinking Skill: Organizing information into new formats.
Rationale: Students went from a hands-on sorting activity requiring classification and justification to the skill of organizing the information (number of rocks in various categories) into a new format (a visual graph). This new format made it easier for them to analyze the data. They could more easily see which rock type was the most common, least common, etc.
Today I reslly liked physically doing the activstudio. I also learned a lot from doing some Kidspiration but will need more work with it. I would like a little more hands on to help get the info into my brain. Gabrielle
Active studio and kidspiration made me think about using verbs that end with 2 consonants so the kids could learn to add ing to make the action in the present. This would scaffold easily into cvce words, dropping the e and cvc doubling the final c. i think this would be organizing info. into new formats at the kindergarten level.
We used a rock scaffold today that helped us organize information into a new format (graph). We could also analyze the information better because of the picture graph.
I was excited by a number of the scaffolds we used today. I enjoyed the "rocks" scaffold and think that it will help students with "organizing information into new formats" because of the graph that we produced and "analyzing information" because the graph helps students to visualize the comparison of different attributes.
The scaffold I really liked using during today's session were the rock graph and the literacy projects which allowed students to manipulate the words as needed. At first glance one of them didn't seem (to me, at least) to be a scaffold. You have to look at where a kid is at a given point in time and whether or not a took would be useful for them. Remaining flexible makes it possible to interpret scaffolds differently. Knowing the type of learner to use the scaffolds with is important. I especially liked the scaffolds which allowed students to organize information into new formats. Taking the time up front to create scaffolds like the rock graph will pay off greatly for the students.
Putting the individual words into sentences would be a great way for the beginning writer to organize information. Students matching words text to picture would also increase understanding of specific vocabulary.
I would choose scaffolds in the ACTIVbook Reader program. The one in particular that I am thinking about is an activity where the kids manipulative the placement of words and punctuation in a word bank to make new sentences. I have used these activities in the past when I have taken my kiddos to the computer lab, and they were very successful. I think this scaffold would help my future students develop the core thinking skills of: organizing information into new formats and producing reports and new products. In creating complete sentences, they would practice creating "complete thoughts" with "proper" sentence elements--punctuation, capitalization, etc. They would also be "producing new products" from a word bank when creating their sentences. Lori Cooks
The stories on "The Three Pigs" and "Little Red Riding Hood" was a scaffolding that I would use in my classroom. In my class we read the novel "Trouble River" and afterwards we watch the movie. There are a lot of similarities and differences between the two and in the past I have had my class create a Venn Diagram comparing and contrasting. This scaffold would help develop the Core Thinking Skill for "analyzing information". The students would have to organize the information and they would analyze by comparing and contrasting. Kathy
One scaffold we used today was during the Rocks unit after rocks were sorted, we totaled them and then made a data table and graph with the results. One core thinking skill this used was: organizing information into new formats. Students took data they gathered, made a data table, which then immediately formed a bar graph. Ann
In the sequence of lessons about rocks the scaffolding provided numerous opportunities for growing student thinking skills. One example was the use of the activotes to determine student understanding of the vocabulary "attributes" followed by table discussioin. This allowed for students with less knowledge to acquire information in an informal way. Ensuring the understanding of terms promoted improved communication as the activities continued.
The scaffold that we used today on rocks was a great way for students to develop a number of core thinking skills, organizing and analyzing information are a couple of these. After getting a rock sample, students had to think of a number of different ways the rocks could be sorted which would tap into divergent thinking. Then once they decided how to sort the rocks, they would have to justify why they sorted their rocks into the selected category; explain and provide the reasons/thinking they used. I can see how you could easily adapt this scaffold to one that was a bit more complicated to tap into the skills you want older students to develop.
In the rock unit one of the scaffolds that we used was sorting the rocks by size, then counting the number of rocks for each size. Next we took that information and placed on a data table. From there a graph was created. This was an example of organizing information into new formats.
We used the scaffold Little Red Ridinghood. This scaffold would help students develop the core thinking skill of organizing information into new formats. The students need to rearrange the slides so they are in the correct sequence. Then on each slide one sentence should be selected that shows the main idea of the picture. This allows the student to recall information they already know and arrange it correctly.
Showing amounts of money in coins using ActivStudio - The opening page reviewing the coins and their values allows the student to look back as they work. There was also a space where the student could listen to the coin value. The core thinking skill addressed is locating and harvesting information because the child will use both scaffolds to locate the coin value.
17 comments:
The reading scaffolds would be very relevant in my classroom, as well as the story sequencing. The reading scaffolds could teach (or reinforce) to students the basic sentence and punctuation structure.
The scaffolds for organizing sentences are very relevant for first grade students. Most students coming into first grade are ready to learn how to put words into sentences, but aren't independently using capitals and periods. Having the text match the pictures is a perfect way to scaffold their learning.
Scaffold: students using graph template to organize their rock sorting data in a new way.
Core Thinking Skill: Organizing information into new formats.
Rationale: Students went from a hands-on sorting activity requiring classification and justification to the skill of organizing the information (number of rocks in various categories) into a new format (a visual graph). This new format made it easier for them to analyze the data. They could more easily see which rock type was the most common, least common, etc.
Today I reslly liked physically doing the activstudio. I also learned a lot from doing some Kidspiration but will need more work with it. I would like a little more hands on to help get the info into my brain.
Gabrielle
Active studio and kidspiration made me think about using verbs that end with 2 consonants so the kids could learn to add ing to make the action in the present. This would scaffold easily into cvce words, dropping the e and cvc doubling the final c. i think this would be organizing info. into new formats at the kindergarten level.
We used a rock scaffold today that helped us organize information into a new format (graph). We could also analyze the information better because of the picture graph.
I was excited by a number of the scaffolds we used today.
I enjoyed the "rocks" scaffold and think that it will help students with "organizing information into new formats" because of the graph that we produced and "analyzing information" because the graph helps students to visualize the comparison of different attributes.
The scaffold I really liked using during today's session were the rock graph and the literacy projects which allowed students to manipulate the words as needed. At first glance one of them didn't seem (to me, at least) to be a scaffold. You have to look at where a kid is at a given point in time and whether or not a took would be useful for them. Remaining flexible makes it possible to interpret scaffolds differently. Knowing the type of learner to use the scaffolds with is important. I especially liked the scaffolds which allowed students to organize information into new formats. Taking the time up front to create scaffolds like the rock graph will pay off greatly for the students.
Putting the individual words into sentences would be a great way for the beginning writer to organize information. Students matching words text to picture would also increase understanding of specific vocabulary.
I would choose scaffolds in the ACTIVbook Reader program. The one in particular that I am thinking about is an activity where the kids manipulative the placement of words and punctuation in a word bank to make new sentences. I have used these activities in the past when I have taken my kiddos to the computer lab, and they were very successful. I think this scaffold would help my future students develop the core thinking skills of: organizing information into new formats and producing reports and new products. In creating complete sentences, they would practice creating "complete thoughts" with "proper" sentence elements--punctuation, capitalization, etc. They would also be "producing new products" from a word bank when creating their sentences. Lori Cooks
The stories on "The Three Pigs" and "Little Red Riding Hood" was a scaffolding that I would use in my classroom. In my class we read the novel "Trouble River" and afterwards we watch the movie. There are a lot of similarities and differences between the two and in the past I have had my class create a Venn Diagram comparing and contrasting.
This scaffold would help develop the Core Thinking Skill for "analyzing information". The students would have to organize the information and they would analyze by comparing and contrasting.
Kathy
One scaffold we used today was during the Rocks unit after rocks were sorted, we totaled them and then made a data table and graph with the results. One core thinking skill this used was: organizing information into new formats. Students took data they gathered, made a data table, which then immediately formed a bar graph.
Ann
In the sequence of lessons about rocks the scaffolding provided numerous opportunities for growing student thinking skills. One example was the use of the activotes to determine student understanding of the vocabulary "attributes" followed by table discussioin. This allowed for students with less knowledge to acquire information in an informal way. Ensuring the understanding of terms promoted improved communication as the activities continued.
The scaffold that we used today on rocks was a great way for students to develop a number of core thinking skills, organizing and analyzing information are a couple of these. After getting a rock sample, students had to think of a number of different ways the rocks could be sorted which would tap into divergent thinking. Then once they decided how to sort the rocks, they would have to justify why they sorted their rocks into the selected category; explain and provide the reasons/thinking they used. I can see how you could easily adapt this scaffold to one that was a bit more complicated to tap into the skills you want older students to develop.
In the rock unit one of the scaffolds that we used was sorting the rocks by size, then counting the number of rocks for each size. Next we took that information and placed on a data table. From there a graph was created. This was an example of organizing information into new formats.
We used the scaffold Little Red Ridinghood. This scaffold would help students develop the core thinking skill of organizing information into new formats. The students need to rearrange the slides so they are in the correct sequence. Then on each slide one sentence should be selected that shows the main idea of the picture. This allows the student to recall information they already know and arrange it correctly.
Showing amounts of money in coins using ActivStudio -
The opening page reviewing the coins and their values allows the student to look back as they work. There was also a space where the student could listen to the coin value. The core thinking skill addressed is locating and harvesting information because the child will use both scaffolds to locate the coin value.
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