scaffolding writing for struggling students coursework

They give students’ thoughts a jumping-off point, and once their mind gets going, they often find their direction. If you haven’t tried this one, I just can’t stress enough: It’s a game changer. Watching her performance stays with my students, and they will occasionally remark on her performance even weeks later! Not until they’ve done all this should the dictionaries come out. How many of us say that we learn best by seeing something rather than hearing about it?

Especially when they’ve been trained their whole lives to regurgitate “correct” answers in order to make teachers happy. The term scaffolding comes from construction work.

Could it be that you’ve just assigned a multiple-paragraph essay? So? With the dozen or so words front-loaded, students are ready, with you as their guide, to tackle that challenging text.

However, I quickly realized that my advanced students weren’t letting the scaffolds stop or restrict their writing at all! Modeling and facilitating in this way makes the whole essay writing process more accessible to students. You can find some high-interest options here. Too much freedom can cause students to freeze up, write forever with no stopping point, or spend too much time brainstorming ideas and not actually writing.

It’s crazy, but a blank page and no rules really makes some students anxious!

Let’s start by agreeing that scaffolding a lesson and differentiating instruction are two different things. Have you ever interrupted someone with “Just show me!” while they were in the middle of explaining how to do something? My free “I Am” poem lesson is another example of a graphic organizer.

When students get stuck, I just point to the extra goals I’ve given them. Maybe you were overwhelmed by needing to do one thousand things but only having an hour to get them done (We’ve all been there!). Scaffolding writing–whether with worksheets or through techniques–is especially important for struggling writers.

This simple scaffolding approach can do wonders for your reluctant writers’ confidence and readiness.

Teaching struggling writers can be a daunting task. Graphic organizers are my favorite way to have students brainstorm and consider a project before beginning. Many of us, myself included, are guilty of sending students all alone down the bumpy, muddy path known as Challenging Text—a road booby-trapped with difficult vocabulary.

When I teach the research writing process to my at-risk freshmen, I block off an entire nine weeks. They write down their topic, adjectives, synonyms, and other details, so that when they write the actual cinquain, they can choose the very best words for the finished product. I have a few tricks in my bag that I use with all of my students to scaffold their experience – regardless of their reading level. With differentiation, you might give a child an entirely different piece of text to read, or shorten the text or alter it, or modify the writing assignment that follows.

For example, when we read Elizabeth Acevedo, I encourage students to think about rhythm while they write.

Take the extra time to do it right, and your students will thrive.

I begin every time by telling them that I appreciate learning from them just as much as they do from me. Still, it’s valuable, but for teachers who are a little out of their comfort zones, this approach really does work, and it’s not too scary. On the other hand, there’s reality. We have to adapt.

SCAFFOLDING FOR ALL LEARNERS: Struggling readers aren’t the only ones who get frustrated while reading Shakespeare. Try a fishbowl a…

Not everyone is comfortable with modeling writing on their feet, but this approach was the single most beneficial way I have reached struggling writers. It would behoove us to keep that feeling of frustration and burnout close to our hearts as we work with struggling writers.

If you aren’t weaving in think-pair-share, turn-and-talk, triad teams, or some other structured talking time throughout the lesson, you should begin including this crucial strategy on a regular basis. Often, my students struggle in a class that has “no right answers,” so providing scaffolding helps ease their anxiety about writing a “wrong” poem or story. helped my students who had never written a poem prior to the class. I promise. You can also provide students with sentence stems.

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