Strategy 4: Using Scaffolding Techniques

Verbal Scaffolding
(Language-development focused)

• Paraphrasing
• Using “think-alouds”
• Reinforcing contextual definitions
• Developing questions with Bloom’s taxonomy in mind
  • Bloom's Taxonomy's Model Questions and Key Words
  • Bloom's Taxonomy: Potential activities and products
  • La taxonomía de Bloom y el pensamiento crítico
• Writing prompts
• Follow oral text with written text
• Elaboration and expansion of student response
• Use of cognates
• Purposefully using synonyms and antonyms
• Effective use of wait time
• Teaching familiar chunks “May I go to the restroom? “Excuse me,” etc.
• Clear enunciation and articulation by teacher, slow when appropriate
• Corrective feedback techniques, especially elicitation, clarification requests, and metalinguistic clues. See review of Lyster’s work on corrective feedback
• Songs, jazz chants, rhythm and rhyme
• Language task for graphic organizer
• Building circumlocution skills

Developed by Tara Fortune (March, 2004) with input from immersion teachers, and based on ideas presented in Echevarria, J., Vogt, M. & Short, D.J. (2004). Making content comprehensible for English learners: The SIOP Model (2nd ed.). Boston, MA: Pearson Education, Inc.

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