Social Studies Middle School Guide

Canyons School District

Instructional Supports Department

Student Moves

Scaffold Teacher-Provided Scaffolds in an Instructional Setting

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S/L R/V

Prepare a list of items required, things to be done, or points to be considered; used as a reminder as the student proceeds through the learning task. Providing new information in small, digestible bites for students. Having students work in partners or small groups to support/model and facilitate learning. Maps that demonstrate relationships: partially completed maps for students to complete; student-created maps based on their current knowledge of the task or concept. Prepared cards given to individual groups of students to assist in their discussion about a particular topic or content area: vocabulary words and concepts; content-specifc sentence stems; formula to associate with a math problem. Demonstrate and model a process or product: samples, exemplars (professional and student work), specimens, illustrations, phenomenon, modeling: real objects; illustrative problems used to represent something. Insert a translation, explanation, visual, or reconstruct a text to make it more accessible for all learners. For example, annotating learning intentions and success criteria. Tools used to introduce new content and tasks to help students learn about the topic: Venn diagrams to compare and contrast information; fow charts to illustrate processes; organizational charts to illustrate hierarchies; outlines that represent content; mnemonics to assist recall; statements to situate the task or content. Manipulatives, such as markers, toothpicks, blocks, or coins are used to support hands-on learning and provide concrete models to help students solve problems and develop concepts. The students can manipulate the items to increase their understanding and come to accurate conclusions. May also include virtual manipulatives. Support students with tools that allow for structured note-taking and review them frequently. Providing a classroom structure where notes are reviewed helps combat the curve of forgetting. For example: One day students take notes, another day students highlight and annotate notes, and another day students summarize their notes. This allows for spiral review over the course of the year to cement learning. Strategically appointed partners, based on data, with assigned roles and responsibilities to ensure all learners are supported. Pre-teaching of vocabulary, language or content to prepare students for future learning. Front loading might include pre-teaching to build background knowledge and provide access to content during instruction. Specifcally designing strategies before, during and after reading that helps students access the text. For example, calling out the text structure, identifying key vocabulary, looking at headings and visuals.

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Checklists

Chunking Content

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Collaborative Grouping

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Concept Maps

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Cue Cards

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Examples/ Models

Engineering the Text

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Graphic Organizers

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Manipulatives

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Note Taking

Precision Partnering

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Pre-Teaching/ Front Loading

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Reading Strategies