Modifying Instruction for Newcomers: Scaffolds and Supports

What is scaffolding and support?

Scaffolds and supports are strategies used by the teacher or tools that are provided to the learner. These tools and strategies enable language learners to access the content, understand input, and communicate knowledge despite a lack of language proficiency.

Doesn't scaffolding make it too easy? 
What if they don't need it?

Scaffolds are essential to newcomers! As newcomers gain proficiency, you can easily remove scaffolds and supports they no longer need and allow them to function more independently. Scaffolds can also be adjusted to support students in reaching beyond their current level of proficiency.

What is needed to access language and content will vary from student to student and is based on the student's level of proficiency. When looking at the student's proficiency levels, it is important to look at each domain rather than only the overall score. Students may need more assistance in one language domain than in another.

Scaffolds should be appropriate for proficiency levels.

For our newcomer students, we are providing very simple input with simple sentences, common phrases, and basic words and expressions. Our expectations for production should be based on learned words and phrases, small chunks of language, and basic vocabulary usage. This is what we need to be scaffolding students toward, so the strategies we use should be geared toward the level of language proficiency.

What kind of scaffolds and supports should I use?

Every student is unique and what works for one may not work for another. I have heard it said that working with ELs just requires good teaching strategies. Research shows that while the strategies that work for all students sometimes help ELs, the strategies that help ELs will benefit all students. 

Since we are a WIDA state, when introducing teachers to scaffolds and supports, I point out the three types identified by WIDA: Graphic, Sensory, and Interactive. WIDA also offers a list of possible supports divided by content area.  Again, this list is not exhaustive.

Here are some of my favorite scaffolds and supports for newcomer students, all of which are pretty easy to begin implementing:

Personal Word Walls: Personal word walls are excellent for your ELs. They can fill it with words they need and take it with them from class to class. For each new word they can include a picture and even the word in their own language. They can even use Read & Write for Google or an extension called Picto4me to created personalized visual word walls.

Word Banks: Word banks are one of the easiest tools you can include for your ELs, especially on tasks they are expected to produce language. For newcomers, perhaps on of the most difficult things is often remembering the vocabulary they need to express an idea or demonstrate knowledge. Word banks for ELs should include words they already learned and are relevant to the topic.

Classroom Word Walls: You may already have a word wall, but are you using it to its full potential? Classroom word walls can be an excellent scaffold for newcomers when used effectively. They should be visible, interactive and relevant.

Sentence Frames: Sentence frames can really help students at all levels, but they are particularly effective for newcomers who have little to no understanding of the structure of the English language. They may have the mathematical ability or the scientific knowledge to answer a question, but they don't have the language to communicate their answer. Use sentence frames to review and model sentences so that students know how to use them effectively. After a few days of using the frames in speaking and writing, you can usually remove them.

Visuals: The use of visuals is more to provide support for your newcomers as he or she is processing input. If the student can associate a word or phrase with a visual image then they are more likely to understand and acquire the word into their own language bank. You can create class picture cards using images from a Google search, insert images into a powerpoint, add images to your word wall. Picture dictionaries are also very helpful.

Technology: Technology is a great way to help your EL acquire English. I recommend no more than 30 minutes of solo computer time per day for ELs. It is really important that they participate in whole group activities and interact with peers during class time. 

• Learning Chocolate - helps students practice vocabulary using all four language domains. 
• Quizlet - Practices vocabulary with visuals and audio. 
• Read & Write for Chrome 
• Rewordify: a tool that simplifies language in a text. 

My number one guide for scaffold and support are the Go To Strategies for ELs found here.

I hope these tools help you as you modify instruction for your ELs.  Check out the next post on Comprehensible Input to learn more on how to modify instruction for your ELs.