Sequence Steps of Scaffolding Literacy - Literature review Example

Scaffolding Literacy Name Institution Date Scaffolding literacy (SL), is a term used to refer to the methodology designed to assist students in reading and writing literacy texts that seem challenging and to comprehend written language texts. The pedagogy is seeks to support students with literacy difficulties in schools. Notably, the pedagogy has supported students to achieve significant gains in reading and writing. Further, the methodology as integrated in ESL learning to enable students fine tune their knowledge of the scaffolding methodology and in turn provide feedback about the efficiency and sustainability of the methodology in teaching and learning of ESL. Additionally, scaffolding literacy stands out from other pedagogies because it involves theoretical rationale and a well designed sequence of strategies that support students in spelling and reading of literacy texts. That is; scaffolding literacy grants teachers a well designed sequence of teaching strategies to support learners understand the literate language. Sequence steps of scaffolding literacy Scaffolding literacy gives teachers a well designed sequence of teaching strategies that enable teachers incorporate the contribution of learners in written texts of literate language. Gray and Cowey (2003). The sequence entails the teacher selecting an age-appropriate literate text for spelling, writing and reading by the students. Notably, the text must be challenging for students to read independently. However, the stages that the sequence is comprised of are structured such that they enable the student to tackle the text up to their full potential without the assistance of an expert. In addition, the sequence provides clear guidelines for teaching and learning of literate language for the teacher and the student. This is achieved through the use of the selected text. The teacher and the students move through the sequential guidelines to achieve reading preparations, appropriate reading, clear spelling as well as independent writing. The teaching pedagogies that take into consideration the importance of scaffolding literacy emphasizes on the importance of a sequence of well arranged steps that assist in the teaching and learning of literate language. These steps include the following: Text Orientation (TO) This step entails the pre-reading introduction of the selected text to the students. The teacher explains the meaning of the texts to the students at this stage. Further, the step entails pre-reading questions such as “what is the story about?” . The aim of the step is to create a relationship between the cultural and semantic orientations of the text and the learners’ experiences. Language Orientation ( LO) This step entails the teacher selecting an excerpt equivalent to a paragraph for closer study with the learners. It is proposed that the teacher chooses an extract that serves as a good model for writing. This is because writing activities in the future lessons should build on the contents of the selected excerpt. Notably, this step aims at preparing the learners for fluent reading of the selected excerpt. In addition, this step seeks to enable students understand the meaning of words in the extract as well as critically examine the language choices that the author of the text has made in the excerpt. Once the students attain reading accuracy of about 90% of the excerpt, the teacher can allow them to move to the next step. Transformations This step entails a clear focus of the sentences and their various meanings. This is made possible through referring to the meaning of a sentence in regard to the other sentences in the excerpt. In essence, this step involves segmenting of sentences in the extract by the students into meaningful components. It is noteworthy that the aim of transformations is to help students identify language choices that authors make. In addition, transforming sentences enable learners understand how sentence structures can vary but still make sense and influence the meaning. Spelling This step aims at teaching skills of word analysis and eventually the system of spelling words contained in a sentence. It gives the students a mental image of the word. Writing /text patterning This step aims at helping students understand the writing techniques that the author chooses and the reasons behind the choice of such techniques. Theories that underpin scaffolding literacy The approach used in scaffolding literacy puts into consideration the unique nature of the pedagogy as well as the theoretical principles that explain the level of interaction that take place between the students and the teachers during teaching and learning of literacy language. These theoretical principles that underpin scaffolding literacy include: The understanding of tacit discourse and educational ground rules of literacy lessons This theory proposes the general unwritten rules that hinder students from fully participating in educational discourse. These rules give the reason behind the students’ failure in any subject. For instance, students may fail to participate in literacy classes due to inability to recognize ground rules that entail the setting of any educational environment. It is noteworthy that teachers who apply the scaffolding literacy pedagogy explain the tacit “ground-rules” of the literacy lesson to the students. For instance, to enable the students comprehend any literacy text, teachers may explain the purpose and application of the text in every- day lives of the students. The scaffolding literacy approach is designed to teach students how to understand the enjoy reading a literacy text. In addition, the pedagogy helps students in interpreting narratives in an educational context as well as understanding how a literate person should relate with other people in order to succeed in school. Moreover, the scaffolding pedagogy enables the students gain access to literate discourse that makes him a reliable member in a literate society. The use of literate texts to help students’ access to literacy discourse The scaffolding literacy pedagogy entails selecting study texts from books with literate language and features to enable students gain access to literacy discourse. Thus for the methodology to succeed, the choice of books must consider literacy language used by the authors. In addition, the books selected must be enjoyable, interesting and the content must capture the imagination of the learners. The literate texts used in scaffolding literacy pedagogy should discourage students from reading loudly and relying on a listener for corrections but rather encourage students to read texts silently in order to act as literate people in the society. Notably, the texts used in scaffolding literacy approach must match the abilities of the learners involved. The choice of age-appropriate texts enables students to easily read through texts according to their abilities. In the event that a student is unable to read an age-appropriate text, the teacher should encourage him by sharing with him a common understanding about the need for the student to try. This approach is proposed by Hammond (2001). Scaffolding literacy for students with low literacy When the student is found to fall behind in literacy level, it is advisable that the teacher starts with the basics. The scaffolding literacy pedagogy should focus at working with literature texts which are age-appropriate for students at any given age and level. In addition, the scaffolding literacy assessment starts by determining how best a student can read a text without support. The second stage of assessment determines how best a student can read through a text with the support of a teacher. If the reading accuracy lies between 90%_94%, then he is considered to read successfully, Gray (2003), suggests. It is through the interaction between the student and the teacher that the potential for perfecting reading abilities is expanded. Scaffolding literacy is a methodology that creates a platform upon which students and teachers play their roles to enhance understanding of literate language. It is a pedagogical approach that aims at supporting students with difficulties in reading, writing and understanding literacy texts. The sequence of activities that entail scaffolding gives clear guidelines on what the students and teachers need to do in a bid to enhance literate teaching and learning. Furthermore, scaffolding literacy is suitable to integrate in other literacy programs such as first steps of language teaching in Australian curriculum in order to teach language explicitly. The Department of Education and Training (2004), outlines the first steps of language learning. For instance, the first step which requires reading of a text to the class relates to the may link with text orientation where the teacher orally narrates the story to the class before reading a text. In addition, language orientation links with the first steps where instead of choosing a paragraph, the teacher chooses a sentence to analyze with the learners. The integration of scaffolding literacy in with first steps enables a perfect study literate language. Adoniou, (2007), outlines the areas where scaffolding literacy meets with ESL. It is noteworthy that scaffolding literacy has a link with ESL (English as a Second Language) program. For instance, text patterning enables students in the ESL program to understand the author’s choice of writing techniques and thereby incorporate such techniques into their own writing. In addition, language orientation is useful by teachers in ESL program to enable learners identify words which are new to them. These reasons give scaffolding literacy credit as the best method to integrate in ESL programs. Conclusion It is undisputed that scaffolding literacy is one of the best pedagogical approaches that teachers should use to support their students to develop into literate adults in the society. Through its use of sequence activities, the methodology gives a clear guideline of teaching literate language to the students of a particular age. The theoretical underpinnings give insights into how best scaffolding literacy can be used to achieve the required targets. Finally, scaffolding literacy is one of the best methodologies to incorporate in other programs for language teaching. References Adoniou, M. (2007). Scaffolding Literacy Meets ESL: Journal of ACTA Australian Council of TESOL Associations. , vol.17. pg.5-15. Wise, F. & Oxford, B. (2009). Scaffolding Literacy: An Integrated and Sequential Approach to Teaching, Reading and Writing. Camberwell, Vic: Acer Press. Department of Training and Education, WA. (2004). First Steps Reading Map of Development, 2nd edtn. Rigby, WA. Gray, B. & Cowey, B. (2003). Scaffolding Literacy with Indigenous Children in School: Final Report to the Indigenous Education Branch. Canberra: University of Canberra Press. Hammond, J. (2001). Scaffolding Teaching and Learning in Language and Literacy Education. Marrickville: Primary English Teaching Association. Freebody, P. (2004). Text Next: New Resources for Literacy Learning. Marrickville: Primary English Teaching Association. Gee, G. 1990. Social Linguistics and Literacies: Ideology in Discourses. London: The Falmer Press. Anne, K. (2005). Scaffolding Emergent Literacy. Allyn and Bacon. Elaine, K. (2012). Literacy Look-Fors: An Observation Protocol to Guide K-6 Classroom Walkthroughs. Solution Tree Press. Mary, C. (2007). Differential Literacy Coaching: Scaffolding for Student and Teacher Success. ASCD. Read More