Chapter 14 page 340
Figure 14.8a Scaffold to help third graders take others’ ideas into account
This figure shows two cartoonish children in colorful clothes. A thought bubble is connected
to one child and contains the words: “My ideas.” A second thought bubble is connected
to the second child and contains the words: “Someone else’s different ideas.”
Figure 14.8b Scaffold to help seventh graders take others’ ideas into account (from the PRACCIS project)
Both within and between grade levels, teachers should aim to follow a repeating cycle of
introducing new strategies, explaining and scaffolding those strategies, fading the scaffolding, and then
starting over with more challenging strategies. At higher grade levels, teachers can introduce entirely new,
more difficult strategies. Or they may revisit previously learned strategies in a more sophisticated way. For
instance, students can learn how to plan for writing and how to align explanations with evidence at a
simpler level in the elementary school grades and then at more complex levels in higher grades.
Strategy Instruction with English Language Learners
Although relatively little research focuses on strategy instruction with English-Language Learners,