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Scaffold and Support Language

Scaffold and Support Language

The purpose of the Scaffold and Support Language section:

This section contains resources to help scaffold and support instruction for English learners.

WIDA Resources:

RESOURCE NAME: WIDA K-12 Can Do Descriptors, Key Uses Edition and Name Charts

Suggestion for use: The Can Do Descriptors for each key use of academic language (recount, explain, argue, and discuss) in the four language domains (Listening, Speaking, Reading, Writing) show what students at different grade level clusters as well as the six levels of language proficiency can do. There are also name charts that provide spaces for students’ names for each key use, language domain, and language proficiency level. These Can Do Descriptors may be used to help educators plan for appropriate scaffolds and supports.

Citation:

Board of Regents of the University of Wisconsin System. (2017). WIDA K-12 Can Do Descriptors, Key Uses Edition and Name Charts (Publication). Wisconsin Center forEducation Research which partnered with The Center for Applied Linguistics.

RESOURCE NAME: WIDA Examples of Use of Graphic Organizers Across the ELP Standards

screenshot of Examples of Use of Graphic Organizers across the ELP Standards, page 23. https://wida.wisc.edu/sites/default/files/resource/2007-ELPS-Resource-Guide.pdf

Suggestion for use: Figure 3J on page 23 provides examples of graphic organizers for supporting the language of each content area.

Citation:

Gottlieb, M., Cranley, M. E., & Cammilleri, A. (2010). English language proficiency standards and resource guide: prekindergarten through grade 12, 2007 Edition. Madison, WI: Board of Regents of the University of Wisconsin System, on behalf of WIDA Consortium.

RESOURCE NAME: WIDA Sensory, Graphic and Interactive Supports

screenshot of Examples of Sensory, Graphic, and Interactive Supports, page 21. https://wida.wisc.edu/sites/default/files/resource/2007-ELPS-Resource-Guide.pdf
screenshot of Specific examples of Sensory Supports, page 21. https://wida.wisc.edu/sites/default/files/resource/2007-ELPS-Resource-Guide.pdf
Suggestion for use: Figure 3G on page 21 lists different examples of sensory, graphic and interactive supports for language learning. Figure 3H, also on page 21, provides specific examples of sensory supports for the language of each content area.

Citation:

Gottlieb, M., Cranley, M. E., & Cammilleri, A. (2010). English language proficiency standards and resource guide: prekindergarten through grade 12, 2007 Edition. Madison, WI: Board of Regents of the University of Wisconsin System, on behalf of WIDA Consortium.


Supplemental Resources:

RESOURCE NAME: The GO TO Strategies: Scaffolding Options for Teachers of English Language Learners, K-12

Suggestions for use: Page 19 provides a matrix of suggested instructional strategies by language proficiency level and language domain (listening, speaking, reading, writing).

Citation:

Levine, L. N., Lukens, L., & Smallwood, B. A. (2013). The GO TO strategies: Scaffolding options for teachers of English language learners, K-12. For Project EXCELL, a partnership between the University of Missouri- Kansas City and North Kansas City Schools, funded by the US Department of Education, PR Number T195N070316.