Guided Response: Review several of your classmates’ posts and respond to at least two of them. Provide feedback in terms of the strategies that they identified and why they thought they were effective. Share any other suggestions that you have for how Mrs. Whitcomb can scaffold Carmella’s learning.

What aspects of this lesson did Mrs. Whitcomb think would be more difficult for Carmella than for her English proficient classmates and why?

Even though she was impressed with her English, she thought that reading would be more difficult for her due to only being in the US a few months.

    How did Mrs. Whitcomb provide differentiated instruction for Carmella? What strategies did she use to make the language of the lesson more comprehensible for Carmella?

Before they started reading Mrs. Whitcomb explained what a few of the words, which they would read, meant and explained to them what they would be reading about.

    Do you think that the strategies that Mrs. Whitcomb used would be effective for scaffolding Carmella’s language development and understanding of the content? Why or why not?

Yes, I do believe the strategies that she used would be effective for scaffolding Carmella’s language development.  The text defines scaffolding as “The purpose of scaffolding is to help learners become independent by figuring things out for themselves, and can be thought of as the helpful interactions between teacher and learner that help the learner move beyond the current level of independence to the next stage.”(2015) and as we read Mrs. Whitecomb used Use Prior Content Knowledge, by knowing Carmella’s strengths. By going over a few words that would be in the reading she, Introduce Unfamiliar Vocabulary. She Use Mixed-Ability Grouping, by incorporating math into the lesson to teach the students what population meant, by having objects and items such as a globe and drawing stick people  she Use Visual Scaffolding and I believe that by doing all this and being accommodation to each student she Motivated them to want to learn.

    What suggestions do you have for Mrs. Whitcomb about other strategies that she might use in this lesson?

Another strategy would be to use pictures of the people that the lesson is talking about. That way the ELLs have a visual of the people they are reading about. She could also have the students dress up as the people and play the parts of them. 

Piper, T. (2015). Language, learning, and culture: English language learning in today’s schools. San Diego, CA: Bridgepoint Education, Inc.

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