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09 Scaffolding Input and Output

This document discusses scaffolding for language input and output. It provides examples of scaffolding techniques for both reading texts and spoken/written output. Some key points: - Scaffolding for input includes activating prior knowledge, repackaging texts with features like pictures and headings, and using tasks that help understanding rather than test it. - Scaffolding for output involves creating favorable conditions like thinking/planning time, modeling, and praise. It also includes techniques like sentence stems, writing frames, and analyzing sample texts. - Both input and output scaffolding should be collaborative and procedural, providing structure and support throughout the learning process.

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Jameela Perez
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77 views44 pages

09 Scaffolding Input and Output

This document discusses scaffolding for language input and output. It provides examples of scaffolding techniques for both reading texts and spoken/written output. Some key points: - Scaffolding for input includes activating prior knowledge, repackaging texts with features like pictures and headings, and using tasks that help understanding rather than test it. - Scaffolding for output involves creating favorable conditions like thinking/planning time, modeling, and praise. It also includes techniques like sentence stems, writing frames, and analyzing sample texts. - Both input and output scaffolding should be collaborative and procedural, providing structure and support throughout the learning process.

Uploaded by

Jameela Perez
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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Scaffolding Input and Output

So what is scaffolding?

Complete your sentence stems


• First individually
• Then compare with a partner
• Later share with the group (if you like)
Was there any scaffolding?
Was there any scaffolding?
Procedural scaffolding (for output)
• Think
• Pair
• (Square)
• Share
Scaffolding of language (for output)
• Sentence stems
• Language point
What was your first bike like?
Input in the form of language
Texts
• Written
• Audio
• Audio-visual
And what they do is…
• Provide language in context
• Aid literacy development
• Provide all sorts of opportunities
Complete the sentence please.

There are no difficult texts, only…

… easy or difficult tasks.


Look at the following text
Texts
• What do you
think the original
was like?
• How has it been
modified?
• What features
make it easier to
process?
Make the text more attractive
Add pictures which give clues
Repackage the text
Add titles/headings
Use rhetorical questions
Highlight vocabulary
Highlight structures
Use bullet points
Add a glossary
From this to this doesn’t take long
First things first
Activate previous knowledge
• Use what they know
• Make predictions
• Arouse curiosity
What will the text be about?
Make them work for it!
There is no clear answer to the question “how long do
butterflies live?” First of all, there are big differences
between species, and there are more than 18,000 species
of butterflies. The climate also affects the length of their
lives. Although there are butterflies that survive the winter,
most of them die when the temperature drops. Some
butterflies migrate to the south. Butterflies also die because
they are a victim of predators. In general though, an adult
butterfly can live for about a month, not counting the other
stages of the butterfly life cycle: egg, caterpillar and pupa.
How to do a dictogloss
• Select a short text of interest
• Read 2-3 times at normal speed
• Individual→pair→small group
• Show the final text
• Some analysis
Who was doing the scaffolding?
What are my students doing?
Large font
Should fit on one
page
Double-spaced
Careful how you
scrunch it !
Groups of 3
“Dictator”, writer,
mover – rotate
roles
What about tasks?
Make the task help, not test
Transform the text
Make it collaborative
WHICH BUTTERFLY IS WHICH?

31
ENOUGH BUTTERFLIES
For audio/audio-visual texts
• focus on what they DO understand
• think like a journalist
• affective responses
• pair viewing with/without sound

32
Scaffolding spoken output

CREATE FAVOURABLE CONDITIONS

• Time to think, plan and prepare


Scaffolding spoken output

CREATE FAVOURABLE CONDITIONS

• Time to practise
Scaffolding spoken output

CREATE FAVOURABLE CONDITIONS

• Model what you want them to do


Scaffolding spoken output

CREATE FAVOURABLE CONDITIONS

• Give them a rubric in advance


Scaffolding spoken output

CREATE FAVOURABLE CONDITIONS

• Give them chance to repeat


Scaffolding spoken output

CREATE FAVOURABLE CONDITIONS

• Praise, praise, praise


Scaffolding spoken output

CREATE FAVOURABLE CONDITIONS

• The smaller the group, the better


Scaffolding written output
Along the same lines as spoken output
• Sentence stems
• Writing frames
• Analysing sample texts
Writing frames
Putting it all together
To recap… It’s all about procedure
Input
• Use what they know
• Repackage
• Make them work for it
• Scaffold each other
• Tasks to aid not test understanding
Output
• Create good conditions
• Let them know what they need to do
• Practise makes perfect

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