2. TABLE OF CONTENTS
WHAT IS SCAFFOLDED LITERACY?
WHY IS IT NECESSARY?
AREAS OF SCAFFOLDING (E.G. SCAFFOLDING READING,
FORMS OF SCAFFOLDING (E.G. MINDMAPS, TABLES, CLOZE)
EXAMPLES
WHAT DEMANDS DOES SCAFFOLDING PLACE ON THE
TEACHER?
CONCLUSION: WHAT TO KEEP IN MIND WHEN SCAFFOLDING
3. LIST OF RELEVANT RESOURCES
THE FOLLOWING TWO RESOURCES PROVIDE A GOOD STARTING
POINT TO INVESTIGATE WAYS IN WHICH MAINSTREAM CLASSROOM
TEACHERS (AND TEACHERS IN TRAINING) CAN INCORPORATE
SCAFFOLDED LITERACY INTO CLASSROOM ACTIVITIES AND STUDENT
SUPPORT.
GIBBONS, P. (2002) SCAFFOLDING LANGUAGE, SCAFFOLDING
LEARNING : TEACHING SECOND LANGUAGE LEARNERS IN THE
MAINSTREAM CLASSROOM, PORTSMOUTH: HEINMANN.
EMBRACING LITERACY, DOWNLOADABLE COPY AVAILABLE AT
HTTP://HOMEPAGE.MAC.COM/EBRACE/LITERACY/STRATEGIES.HTM/
ALL LOWER CASE, EXCEPT THAT THE “L” IN LITERACY AND THE “S” IN
STRATEGIES MUST BE CAPITALISED.
6. WHAT IS SCAFFOLDING?
WHAT IT IS?
SCAFFOLDED LITERACY
INVOLVES PROVIDING
RESOURCES THAT HELP
STUDENTS ACCESS AND
ENGAGE IN THE LANGUAGE
AND TEXT TYPES OF CLASS
7. WHAT IS SCAFFOLDING?
WHAT IT IS?
SCAFFOLDED LITERACY
INVOLVES PROVIDING
RESOURCES THAT HELP
STUDENTS ACCESS AND
ENGAGE IN THE LANGUAGE
AND TEXT TYPES OF CLASS
GUIDES SO THAT ESL
STUDENTS MAKE
PROGRESS TOWARD
INDEPENDENT LANGUAGE
USE IN THE MAINSTREAM
CLASSROOM.
8. WHAT IS SCAFFOLDING?
WHAT IT IS? WHAT IT ISN’T?
SCAFFOLDED LITERACY
INVOLVES PROVIDING
RESOURCES THAT HELP
STUDENTS ACCESS AND
ENGAGE IN THE LANGUAGE
AND TEXT TYPES OF CLASS
GUIDES SO THAT ESL
STUDENTS MAKE
PROGRESS TOWARD
INDEPENDENT LANGUAGE
USE IN THE MAINSTREAM
CLASSROOM.
9. WHAT IS SCAFFOLDING?
WHAT IT IS? WHAT IT ISN’T?
SCAFFOLDED LITERACY IT IS NOT LANGUAGE
INVOLVES PROVIDING GAMES, OR EXPLICIT
RESOURCES THAT HELP LEARNING OF PHONEMES,
STUDENTS ACCESS AND PREFIXES, GRAMMAR, ETC
ENGAGE IN THE LANGUAGE
AND TEXT TYPES OF CLASS
GUIDES SO THAT ESL
STUDENTS MAKE
PROGRESS TOWARD
INDEPENDENT LANGUAGE
USE IN THE MAINSTREAM
CLASSROOM.
10. WHAT IS SCAFFOLDING?
WHAT IT IS? WHAT IT ISN’T?
SCAFFOLDED LITERACY IT IS NOT LANGUAGE
INVOLVES PROVIDING GAMES, OR EXPLICIT
RESOURCES THAT HELP LEARNING OF PHONEMES,
STUDENTS ACCESS AND PREFIXES, GRAMMAR, ETC
ENGAGE IN THE LANGUAGE
AND TEXT TYPES OF CLASS IT IS NOT LEARNING
THROUGH
GUIDES SO THAT ESL CONVERSATIONAL
STUDENTS MAKE IMMERSION
PROGRESS TOWARD
INDEPENDENT LANGUAGE
USE IN THE MAINSTREAM
CLASSROOM.
11. WHAT IS SCAFFOLDING?
WHAT IT IS? WHAT IT ISN’T?
SCAFFOLDED LITERACY IT IS NOT LANGUAGE
INVOLVES PROVIDING GAMES, OR EXPLICIT
RESOURCES THAT HELP LEARNING OF PHONEMES,
STUDENTS ACCESS AND PREFIXES, GRAMMAR, ETC
ENGAGE IN THE LANGUAGE
AND TEXT TYPES OF CLASS IT IS NOT LEARNING
THROUGH
GUIDES SO THAT ESL CONVERSATIONAL
STUDENTS MAKE IMMERSION
PROGRESS TOWARD
INDEPENDENT LANGUAGE IT IS NOT INSTRUCTION
USE IN THE MAINSTREAM FOCUSING ONLY ON
CLASSROOM. LANGUAGE
12. WHAT IS SCAFFOLDING?
WHAT IT IS? WHAT IT ISN’T?
SCAFFOLDED LITERACY IT IS NOT LANGUAGE
INVOLVES PROVIDING GAMES, OR EXPLICIT
RESOURCES THAT HELP LEARNING OF PHONEMES,
STUDENTS ACCESS AND PREFIXES, GRAMMAR, ETC
ENGAGE IN THE LANGUAGE
AND TEXT TYPES OF CLASS IT IS NOT LEARNING
THROUGH
GUIDES SO THAT ESL CONVERSATIONAL
STUDENTS MAKE IMMERSION
PROGRESS TOWARD
INDEPENDENT LANGUAGE IT IS NOT INSTRUCTION
USE IN THE MAINSTREAM FOCUSING ONLY ON
CLASSROOM. LANGUAGE
MULTIPLE APPROACHES ARE REQUIRED FOR LITERACY DEVELOPMENT
13. WHY IS IT NECESSARY?
TEACHING INVOLVES
INITIATING AN
INDIVIDUAL INTO A
SERIES OF PRACTICES
TEACHING INVOLVES
MODELING THE
PRACTICES AND
PROCESSES TO THE
“UNINITIATED”
TEACHING INVOLVES
PROVIDING SCAFFOLDED
ACTIVITIES SO STUDENTS
CAN BEGIN TO NOTICE
THE PATTERNS IN
CONTENT AND IN THE
LEARNING PROCESS.
14. WHY IS IT NECESSARY?
TEACHING INVOLVES
INITIATING AN
INDIVIDUAL INTO A
SERIES OF PRACTICES
TEACHING INVOLVES JOINT
MODELING THE CONSTRUCTION
PRACTICES AND
PROCESSES TO THE
“UNINITIATED”
TEACHING INVOLVES
PROVIDING SCAFFOLDED
ACTIVITIES SO STUDENTS
CAN BEGIN TO NOTICE
THE PATTERNS IN
CONTENT AND IN THE
LEARNING PROCESS.
15. WHY IS IT NECESSARY?
TEACHING INVOLVES
INITIATING AN
INDIVIDUAL INTO A
SERIES OF PRACTICES
TEACHING INVOLVES
MODELING THE
PRACTICES AND
PROCESSES TO THE
“UNINITIATED”
TEACHING INVOLVES
PROVIDING SCAFFOLDED
ACTIVITIES SO STUDENTS
CAN BEGIN TO NOTICE
THE PATTERNS IN
CONTENT AND IN THE
LEARNING PROCESS.
16. WHY IS IT NECESSARY?
TEACHING INVOLVES
INITIATING AN
INDIVIDUAL INTO A
SERIES OF PRACTICES
TEACHING INVOLVES
MODELING
MODELING THE
PRACTICES AND
PROCESSES TO THE
“UNINITIATED”
TEACHING INVOLVES
PROVIDING SCAFFOLDED
ACTIVITIES SO STUDENTS
CAN BEGIN TO NOTICE
THE PATTERNS IN
CONTENT AND IN THE
LEARNING PROCESS.
17. WHY IS IT NECESSARY?
TEACHING INVOLVES
INITIATING AN
INDIVIDUAL INTO A
SERIES OF PRACTICES
TEACHING INVOLVES
MODELING
MODELING THE
PRACTICES AND GUIDED
PROCESSES TO THE
“UNINITIATED” CONSTRUCTION
TEACHING INVOLVES
PROVIDING SCAFFOLDED
ACTIVITIES SO STUDENTS
CAN BEGIN TO NOTICE
THE PATTERNS IN
CONTENT AND IN THE
LEARNING PROCESS.
18. WHY IS IT NECESSARY?
TEACHING INVOLVES
INITIATING AN
INDIVIDUAL INTO A
SERIES OF PRACTICES
TEACHING INVOLVES
MODELING
MODELING THE
PRACTICES AND
PROCESSES TO THE
“UNINITIATED”
TEACHING INVOLVES
PROVIDING SCAFFOLDED
ACTIVITIES SO STUDENTS
CAN BEGIN TO NOTICE
THE PATTERNS IN
CONTENT AND IN THE
LEARNING PROCESS.
19. WHY IS IT NECESSARY?
TEACHING INVOLVES
INITIATING AN
INDIVIDUAL INTO A
SERIES OF PRACTICES
TEACHING INVOLVES
MODELING
MODELING THE
PRACTICES AND
PROCESSES TO THE SCAFFOLDING
“UNINITIATED”
TEACHING INVOLVES
PROVIDING SCAFFOLDED
ACTIVITIES SO STUDENTS
CAN BEGIN TO NOTICE
THE PATTERNS IN
CONTENT AND IN THE
LEARNING PROCESS.
20. WHY IS IT NECESSARY?
TEACHING INVOLVES
INITIATING AN
INDIVIDUAL INTO A
SERIES OF PRACTICES
TEACHING INVOLVES
MODELING
MODELING THE
PRACTICES AND
PROCESSES TO THE SCAFFOLDING
“UNINITIATED”
TEACHING INVOLVES
INDEPENDENT
PROVIDING SCAFFOLDED CONSTRUCTION
ACTIVITIES SO STUDENTS
CAN BEGIN TO NOTICE
THE PATTERNS IN
CONTENT AND IN THE
LEARNING PROCESS.
21. AREAS OF
SCAFFOLDING
TO EXPLORE WORDS/
CONCEPTS
TO EXPLORE TO ORGANISE
KNOWLEDGE
WORDS AND TO SUPPORT READING
CONCEPTS TO GUIDE WRITING
TO SCAFFOLD
LISTENING
* SEE SCAFFOLDING LANGUAGE, SCAFFOLDING LEARNING BY PAULINE
GIBBONS
22. AREAS OF
SCAFFOLDING
TO EXPLORE WORDS/
CONCEPTS
TO EXPLORE TO ORGANISE
KNOWLEDGE
WORDS AND TO SUPPORT READING
CONCEPTS TO GUIDE WRITING
TO SCAFFOLD
LISTENING
* SEE SCAFFOLDING LANGUAGE, SCAFFOLDING LEARNING BY PAULINE
GIBBONS
23. AREAS OF
SCAFFOLDING
TO EXPLORE WORDS/
CONCEPTS
TO ORGANISE
KNOWLEDGE
TO SUPPORT READING
TO GUIDE WRITING
TO SCAFFOLD
LISTENING
* SEE SCAFFOLDING LANGUAGE, SCAFFOLDING LEARNING BY PAULINE
GIBBONS
24. AREAS OF
SCAFFOLDING
TO EXPLORE WORDS/
CONCEPTS
TO ORGANISE
KNOWLEDGE
TO SUPPORT READING
TO GUIDE WRITING
TO SCAFFOLD
LISTENING
* SEE SCAFFOLDING LANGUAGE, SCAFFOLDING LEARNING BY PAULINE
GIBBONS
25. AREAS OF
SCAFFOLDING
TO EXPLORE WORDS/
CONCEPTS
TO ORGANISE
KNOWLEDGE
TO SUPPORT READING
TO GUIDE WRITING
TO SCAFFOLD
LISTENING
* SEE SCAFFOLDING LANGUAGE, SCAFFOLDING LEARNING BY PAULINE
GIBBONS
26. AREAS OF
SCAFFOLDING
TO EXPLORE WORDS/
CONCEPTS
TO ORGANISE TO ORGANISE
KNOWLEDGE
AND SEQUENCE TO SUPPORT READING
KNOWLEDGE TO GUIDE WRITING
TO SCAFFOLD
LISTENING
* SEE SCAFFOLDING LANGUAGE, SCAFFOLDING LEARNING BY PAULINE
GIBBONS
27. AREAS OF
SCAFFOLDING
TO EXPLORE WORDS/
CONCEPTS
TO ORGANISE
KNOWLEDGE
TO SUPPORT READING
TO GUIDE WRITING
TO SCAFFOLD
LISTENING
* SEE SCAFFOLDING LANGUAGE, SCAFFOLDING LEARNING BY PAULINE
GIBBONS
28. AREAS OF
SCAFFOLDING
TO EXPLORE WORDS/
CONCEPTS
TO ORGANISE
KNOWLEDGE
TO SUPPORT READING
TO GUIDE WRITING
TO SCAFFOLD
LISTENING
* SEE SCAFFOLDING LANGUAGE, SCAFFOLDING LEARNING BY PAULINE
GIBBONS
29. AREAS OF
SCAFFOLDING
TO EXPLORE WORDS/
CONCEPTS
TO ORGANISE
KNOWLEDGE
TO SUPPORT READING
TO GUIDE WRITING
TO SCAFFOLD
LISTENING
* SEE SCAFFOLDING LANGUAGE, SCAFFOLDING LEARNING BY PAULINE
GIBBONS
30. AREAS OF
SCAFFOLDING
TO EXPLORE WORDS/
CONCEPTS
TO ORGANISE
TO GUIDE KNOWLEDGE
TO SUPPORT READING
READING
TO GUIDE WRITING
TO SCAFFOLD
LISTENING
* SEE SCAFFOLDING LANGUAGE, SCAFFOLDING LEARNING BY PAULINE
GIBBONS
31. AREAS OF
SCAFFOLDING
TO EXPLORE WORDS/
CONCEPTS
TO ORGANISE
KNOWLEDGE
TO SUPPORT READING
TO GUIDE WRITING
TO SCAFFOLD
LISTENING
* SEE SCAFFOLDING LANGUAGE, SCAFFOLDING LEARNING BY PAULINE
GIBBONS
32. AREAS OF
SCAFFOLDING
TO EXPLORE WORDS/
CONCEPTS
TO ORGANISE
KNOWLEDGE
TO SUPPORT READING
TO GUIDE WRITING
TO SCAFFOLD
LISTENING
* SEE SCAFFOLDING LANGUAGE, SCAFFOLDING LEARNING BY PAULINE
GIBBONS
33. AREAS OF
SCAFFOLDING
TO EXPLORE WORDS/
CONCEPTS
TO PLAN,
TO ORGANISE
PREPARE and KNOWLEDGE
TO SUPPORT READING
STRUCTURE
TO GUIDE WRITING
WRITING TO SCAFFOLD
LISTENING
* SEE SCAFFOLDING LANGUAGE, SCAFFOLDING LEARNING BY PAULINE
GIBBONS
34. AREAS OF
SCAFFOLDING
TO EXPLORE WORDS/
CONCEPTS
TO ORGANISE
KNOWLEDGE
TO SUPPORT READING
TO GUIDE WRITING
TO SCAFFOLD
LISTENING
* SEE SCAFFOLDING LANGUAGE, SCAFFOLDING LEARNING BY PAULINE
GIBBONS
35. AREAS OF
SCAFFOLDING
TO EXPLORE WORDS/
CONCEPTS
TO ORGANISE
KNOWLEDGE
TO SUPPORT READING
TO GUIDE WRITING
TO SCAFFOLD
LISTENING
* SEE SCAFFOLDING LANGUAGE, SCAFFOLDING LEARNING BY PAULINE
GIBBONS
36. AREAS OF
SCAFFOLDING
TO EXPLORE WORDS/
CONCEPTS
TO ORGANISE
KNOWLEDGE
TO SUPPORT READING
TO GUIDE WRITING
TO SCAFFOLD
LISTENING
* SEE SCAFFOLDING LANGUAGE, SCAFFOLDING LEARNING BY PAULINE
GIBBONS
37. AREAS OF
SCAFFOLDING
TO EXPLORE WORDS/
CONCEPTS
TO ORGANISE
TO GUIDE KNOWLEDGE
TO SUPPORT READING
LISTENING
TO GUIDE WRITING
TO SCAFFOLD
LISTENING
* SEE SCAFFOLDING LANGUAGE, SCAFFOLDING LEARNING BY PAULINE
GIBBONS
38. AREAS OF
SCAFFOLDING
TO EXPLORE WORDS/
CONCEPTS
TO ORGANISE
KNOWLEDGE
TO SUPPORT READING
TO GUIDE WRITING
TO SCAFFOLD
LISTENING
* SEE SCAFFOLDING LANGUAGE, SCAFFOLDING LEARNING BY PAULINE
GIBBONS
39. AREAS OF
SCAFFOLDING
TO EXPLORE WORDS/
CONCEPTS
TO ORGANISE
KNOWLEDGE
TO SUPPORT READING
TO GUIDE WRITING
TO SCAFFOLD
LISTENING
* SEE SCAFFOLDING LANGUAGE, SCAFFOLDING LEARNING BY PAULINE
GIBBONS
40. AREAS OF
SCAFFOLDING
TO EXPLORE WORDS/
CONCEPTS
TO ORGANISE
KNOWLEDGE
TO SUPPORT READING
TO GUIDE WRITING
TO SCAFFOLD
LISTENING
* SEE SCAFFOLDING LANGUAGE, SCAFFOLDING LEARNING BY PAULINE
GIBBONS
41. FORMS OF
SCAFFOLDING
CLOZE EXERCISES
TABLES AND
GRIDS
CLOZE MINDMAPS
GUIDING
EXERCISES
QUESTIONS
COLUMNED
NOTES
* SEE EMBRACING
LITERACY
42. FORMS OF
SCAFFOLDING
CLOZE EXERCISES
TABLES AND
GRIDS
CLOZE MINDMAPS
GUIDING
EXERCISES
QUESTIONS
COLUMNED
NOTES
* SEE EMBRACING
LITERACY
43. FORMS OF
SCAFFOLDING
CLOZE EXERCISES
TABLES AND
GRIDS
MINDMAPS
GUIDING
QUESTIONS
COLUMNED
NOTES
* SEE EMBRACING
LITERACY
44. FORMS OF
SCAFFOLDING
CLOZE EXERCISES
TABLES AND
GRIDS
TABLES and
MINDMAPS
INFORMATION GUIDING
GRIDS QUESTIONS
COLUMNED
NOTES
* SEE EMBRACING
LITERACY
45. FORMS OF
SCAFFOLDING
CLOZE EXERCISES
TABLES AND
GRIDS
MINDMAPS
GUIDING
QUESTIONS
COLUMNED
NOTES
* SEE EMBRACING
LITERACY
46. FORMS OF
SCAFFOLDING
CLOZE EXERCISES
TABLES AND
GRIDS
MINDMAPS
GUIDING
QUESTIONS
COLUMNED
NOTES
* SEE EMBRACING
LITERACY
47. FORMS OF
SCAFFOLDING
CLOZE EXERCISES
TABLES AND
GRIDS
MINDMAPS
MINDMAPS GUIDING
QUESTIONS
COLUMNED
NOTES
* SEE EMBRACING
LITERACY
48. FORMS OF
SCAFFOLDING
CLOZE EXERCISES
TABLES AND
GRIDS
MINDMAPS
GUIDING
QUESTIONS
COLUMNED
NOTES
* SEE EMBRACING
LITERACY
49. FORMS OF
Characteristic 2
SCAFFOLDING
Characteristic 1
CLOZE EXERCISES
Characteristic 3
TABLES AND
Example Group 1 Example
GRIDS
MINDMAPS
Example Example GUIDING
Characteristic 1 Characteristic 1
Classification QUESTIONS
Characteristic 1 Group 2 Group 3
COLUMNED
Characteristic 1
Characteristic 1 Characteristic 1 NOTES
Example Example
* SEE EMBRACING
LITERACY
50. FORMS OF
SCAFFOLDING
CLOZE EXERCISES
TABLES AND
GRIDS
MINDMAPS
GUIDING
QUESTIONS
COLUMNED
NOTES
* SEE EMBRACING
LITERACY
51. FORMS OF
SCAFFOLDING
CLOZE EXERCISES
TABLES AND
GRIDS
GUIDING
MINDMAPS
QUESTIONS and GUIDING
STUDY GUIDES QUESTIONS
COLUMNED
NOTES
* SEE EMBRACING
LITERACY
52. FORMS OF
SCAFFOLDING
CLOZE EXERCISES
TABLES AND
GRIDS
MINDMAPS
GUIDING
QUESTIONS
COLUMNED
NOTES
* SEE EMBRACING
LITERACY
53. FORMS OF
SCAFFOLDING
CLOZE EXERCISES
TABLES AND
GRIDS
MINDMAPS
GUIDING
QUESTIONS
COLUMNED
NOTES
* SEE EMBRACING
LITERACY
54. FORMS OF
SCAFFOLDING
CLOZE EXERCISES
TABLES AND
GRIDS
COLUMNED MINDMAPS
GUIDING
GUIDES
QUESTIONS
COLUMNED
NOTES
* SEE EMBRACING
LITERACY
55. FORMS OF
SCAFFOLDING
CLOZE EXERCISES
TABLES AND
GRIDS
MINDMAPS
GUIDING
QUESTIONS
COLUMNED
NOTES
* SEE EMBRACING
LITERACY
56. ESSAY FORMS OF
Essay Topic:
Essay Question
Justice
How has media unfairly portrayed particular groups?
SCAFFOLDING
INTRODUCTION
Define the general concept Define the central topic(s) raised in the question
CLOZE EXERCISES
Thesis Statement: Brief statement of your main argument in the essay
Orientation / Outline: Points you will make in the essay that will satisfy your argument TABLES AND
FIRST BODY
First Topic : Portrayal of women
GRIDS
First Topic Statement: Woman are portrayed unfairly. They are portrayed according to
social expectations, whether this is family or beauty expectation.
General and background - images of the housewife ! image of the skinny model MINDMAPS
features/ details / ideas:
Specific evidence: A statistic or a particular TV show, or ad or newspaper article
Significance of the point: and how it contributes to your argument GUIDING
SECOND BODY
Second Topic : Portrayal of religious minorities
QUESTIONS
Second Topic Statement: Religious minorities are unjustly portrayed as not share the same
values and beliefs as Australian. This broad generalization gives
a wrong impression of a diverse group in the community COLUMNED
General and background In Australia – in America
features/ details / ideas:
Specific evidence: Haneef – how has this been exaggerated: viewed as guilty, and
NOTES
the media presented him as a terrorist.
Significance of the point: and how it contributes to your argument
THIRD BODY
Third Topic : Portrayal of disabled minorities
* SEE EMBRACING
LITERACY
57. FORMS OF
SCAFFOLDING
CLOZE EXERCISES
TABLES AND
GRIDS
MINDMAPS
GUIDING
QUESTIONS
COLUMNED
NOTES
* SEE EMBRACING
LITERACY
58. COMPREHENDING AND
Gorillas in Crisis
RESPONDING TO A TEXT
By Kathleen Donovan-Snavely
What will you have for supper tonight? Hotdogs? Pizza? Gorilla? It may surprise you to
know that these “gentle creatures of the jungle” regularly appear as the featured entrée at
A TEXT
many a meal served near the African rainforest. That isn’t the only problem that haunts
gorillas lately. The combined threats posed by hunters, loggers, and disease are eliminating
large numbers of gorillas in central and West Africa. The future of gorillas in the wild is at
risk.
MAP TO RECORD
1.
DETAILS
Gorilla meat is a dietary staple for nearly 12 million people who live near the rainforests of
central and West Africa. Some Africans prefer bush meat, such as gorilla, because it
provides an economical source of daily protein. Poor families without the means to
purchase food at the market travel a short distance to the rainforest to get bush meat. Their
MAP TO
only expense is the cost of ammunition and the fee to rent a gun. Some of these same
families raise chickens and goats, but do not eat them. Instead, they sell the animals for the
cash they need for buying supplies. Africa’s population is increasing rapidly, along with its
SUMMARISE
demand for bush meat. If nothing changes, primatologists fear that gorillas may become
extinct in the next thirty years.
CAUSE AND EFFECT
2.
Moving away from one’s childhood home sometimes leaves us longing for familiar places
and traditions. Naturally, the African families who move away from their original
rainforest homes struggle with these feelings of sadness and displacement. Now living in QUESTIONS TO
villages and cities, they eat bush meat to feel closer to the past and to their old way of life.
For them, gorilla feeds the body and the soul as well. This custom brings little comfort to
endangered gorillas, whose females produce only one offspring every five to seven years. It SKIM FOR FACTS
is easy to see why gorillas are being killed faster than they can reproduce.
3.
While Africans plunder the gorilla population, they are not the only ones. Over the years,
AND DRAW
their European neighbors have developed a taste for exotic bush meat as a status symbol.
Trophy hunters value gorillas for their collectable heads and hands. Finally, some hunters
persist in the decades-long practice of trapping young gorillas to sell to zoos and private
CONCLUSIONS
citizens across the world. When mature members of the gorilla troop try to defend an
infant, hunters shoot to preserve their prize. Entire troops of gorillas have perished this
way. The international gorilla trade continues even though it is illegal, since the laws are
nearly impossible to enforce. Gorilla populations continue to decline.
LETTER RESPONSE
WRITTEN AS A
CLOZE EXERCISE
59. COMPREHENDING AND
Gorillas in Crisis
RESPONDING TO A TEXT
By Kathleen Donovan-Snavely
What will you have for supper tonight? Hotdogs? Pizza? Gorilla? It may surprise you to
know that these “gentle creatures of the jungle” regularly appear as the featured entrée at
A TEXT
many a meal served near the African rainforest. That isn’t the only problem that haunts
gorillas lately. The combined threats posed by hunters, loggers, and disease are eliminating
large numbers of gorillas in central and West Africa. The future of gorillas in the wild is at
risk.
MAP TO RECORD
1.
DETAILS
Gorilla meat is a dietary staple for nearly 12 million people who live near the rainforests of
central and West Africa. Some Africans prefer bush meat, such as gorilla, because it
provides an economical source of daily protein. Poor families without the means to
purchase food at the market travel a short distance to the rainforest to get bush meat. Their
MAP TO
only expense is the cost of ammunition and the fee to rent a gun. Some of these same
families raise chickens and goats, but do not eat them. Instead, they sell the animals for the
cash they need for buying supplies. Africa’s population is increasing rapidly, along with its
SUMMARISE
demand for bush meat. If nothing changes, primatologists fear that gorillas may become
extinct in the next thirty years.
CAUSE AND EFFECT
2.
Moving away from one’s childhood home sometimes leaves us longing for familiar places
and traditions. Naturally, the African families who move away from their original
rainforest homes struggle with these feelings of sadness and displacement. Now living in QUESTIONS TO
villages and cities, they eat bush meat to feel closer to the past and to their old way of life.
For them, gorilla feeds the body and the soul as well. This custom brings little comfort to
endangered gorillas, whose females produce only one offspring every five to seven years. It SKIM FOR FACTS
is easy to see why gorillas are being killed faster than they can reproduce.
3.
While Africans plunder the gorilla population, they are not the only ones. Over the years,
AND DRAW
their European neighbors have developed a taste for exotic bush meat as a status symbol.
Trophy hunters value gorillas for their collectable heads and hands. Finally, some hunters
persist in the decades-long practice of trapping young gorillas to sell to zoos and private
CONCLUSIONS
citizens across the world. When mature members of the gorilla troop try to defend an
infant, hunters shoot to preserve their prize. Entire troops of gorillas have perished this
way. The international gorilla trade continues even though it is illegal, since the laws are
nearly impossible to enforce. Gorilla populations continue to decline.
LETTER RESPONSE
WRITTEN AS A
CLOZE EXERCISE
60. COMPREHENDING AND
RESPONDING TO A TEXT
Sample Fishbone Map
A TEXT
MAP TO RECORD
d
foo
as
ing
high in protein
DETAILS
rill
kill for bush meat
for
s
ch
go
lla
as
hunters infect gorillas
oa
ri
rt
rill
go
sp
economical po
go
kill for trophies government can’t
ex
ls
se
kil
protect gorillas
ill
rea
ns
sick gorillas
sk
accidental killings while at war
MAP TO
ola
ea
inc
more people while stealing infants infect other gorillas
an
Eb
rop
r
need more food
ric
for zoos
Wa
Eu
Af
x z | ~
Root Directly and indirectly, SUMMARISE
ffect Cause humans kill gorillas.
CAUSE AND EFFECT
orillas may y {
destroy habitat
}
Mi
Af a t
Af a tr
Lo
and food miners bring an increase in
ecome extinct. comfort food
i
ric s p ad
ni
nin
gg
i a
bush meat hunting
QUESTIONS TO
g
an ar iti
e s gor
ers gor
g
gi
ns rt tio
se o n
nc
logging roads
indilllas
i
ea f
homesick
r
rea
t b the
help poachers
a
ire s
ie
bu t i
se
se
SKIM FOR FACTS
us ir
c
ctll
sh
sp
y
me
kil
oa
i
ea
ac
ll
ch
t
ing
AND DRAW
CONCLUSIONS
Copyright 2003 IRA/NCTE. All rights reserved. ReadWriteThink
LETTER RESPONSE
materials may be reproduced for educational purposes.
WRITTEN AS A
CLOZE EXERCISE
61. COMPREHENDING AND
RESPONDING TO A TEXT
A TEXT
MAP TO RECORD
DETAILS
MAP TO
SUMMARISE
CAUSE AND EFFECT
QUESTIONS TO
SKIM FOR FACTS
AND DRAW
CONCLUSIONS
LETTER RESPONSE
WRITTEN AS A
CLOZE EXERCISE
62. COMPREHENDING AND
RESPONDING TO A TEXT
A TEXT
MAP TO RECORD
DETAILS
MAP TO
SUMMARISE
CAUSE AND EFFECT
QUESTIONS TO
SKIM FOR FACTS
AND DRAW
CONCLUSIONS
LETTER RESPONSE
WRITTEN AS A
CLOZE EXERCISE
63. COMPREHENDING AND
RESPONDING TO A TEXT
A TEXT
MAP TO RECORD
DETAILS
MAP TO
SUMMARISE
CAUSE AND EFFECT
QUESTIONS TO
SKIM FOR FACTS
AND DRAW
CONCLUSIONS
LETTER RESPONSE
WRITTEN AS A
CLOZE EXERCISE
64. PREPARING TO
AN ANNOTATED
WRITE A
TEXT REVIEW
A WORD BANK TO
GATHER SUITABLE
WORDS AND
PHRASES
MINDMAP FOR
GUIDED
EXPLORATION
COLUMNED GUIDE
TO WRITING A
REVIEW
COULD
INCLUDE A
CLOZE
EXERCISE (IF
65. PREPARING TO
AN ANNOTATED
WRITE A
TEXT REVIEW
A WORD BANK TO
GATHER SUITABLE
WORDS AND
PHRASES
MINDMAP FOR
GUIDED
EXPLORATION
COLUMNED GUIDE
TO WRITING A
REVIEW
COULD
INCLUDE A
CLOZE
EXERCISE (IF
66. PREPARING TO
AN ANNOTATED
WRITE A
TEXT REVIEW
A WORD BANK TO
GATHER SUITABLE
WORDS AND
PHRASES
MINDMAP FOR
GUIDED
EXPLORATION
COLUMNED GUIDE
TO WRITING A
REVIEW
COULD
INCLUDE A
CLOZE
EXERCISE (IF
67. PREPARING TO
AN ANNOTATED
WRITE A
TEXT REVIEW
A WORD BANK TO
GATHER SUITABLE
WORDS AND
PHRASES
MINDMAP FOR
GUIDED
EXPLORATION
COLUMNED GUIDE
TO WRITING A
REVIEW
COULD
INCLUDE A
CLOZE
EXERCISE (IF
68. PREPARING TO
AN ANNOTATED
WRITE A
TEXT REVIEW
A WORD BANK TO
GATHER SUITABLE
WORDS AND
PHRASES
MINDMAP FOR
GUIDED
EXPLORATION
COLUMNED GUIDE
TO WRITING A
REVIEW
COULD
INCLUDE A
CLOZE
EXERCISE (IF
69. PREPARING TO
AN ANNOTATED
WRITE A
TEXT REVIEW
A WORD BANK TO
GATHER SUITABLE
WORDS AND
PHRASES
MINDMAP FOR
GUIDED
EXPLORATION
COLUMNED GUIDE
TO WRITING A
REVIEW
COULD
INCLUDE A
CLOZE
EXERCISE (IF
70. WHAT IT REQUIRES FROM THE
TEACHER?
SCAFFOLDING REQUIRES THAT TEACHERS REFLECT UPON BOTH
THE FEATURES OF DIFFERENT TEXTS AND THE WAYS HOW WE
READ OR HOW WE WRITE THEM).
SCAFFOLDING REQUIRES THAT TEACHERS INDICATE CONCEPTUAL
CATEGORIES AND SEQUENCES THAT ARE INVOLVED IN PARTICULAR
SUBJECTS, IN WAYS OF THINKING OR IN THE USE OF WORDS.
SCAFFOLDING REQUIRES THAT TEACHERS EITHER SELECT OR
CREATE APPROPRIATE SCAFFOLDS TO GUIDE STUDENTS TO WORK
INDEPENDENTLY WITHIN THEIR SKILL AREA.
SCAFFOLDING REQUIRES TEACHERS TO USE DIFFERENT
SCAFFOLDS BASED UPON THE SKILLS OF THE STUDENT AND HIS/
HER STAGE OF LANGUAGE DEVELOPMENT.
71. WHAT TO KEEP IN MIND
SCAFFOLDING IS A WAY IN WHICH A TEACHER CAN GUIDE A STUDENT
WHILST STILL ALLOWING THE STUDENT TO WORK INDEPENDENTLY.
IN A SCAFFOLD, A TEACHER MAKES EXPLICIT CERTAIN UNDERLYING
STRUCTURES, SEQUENCES AND (PLANNING) PROCESSES THAT A
STUDENT MAY NOT BE AWARE OF.
SCAFFOLDS ALLOW A TEACHER TO FOCUS ON ONE SKILL AT A TIME.
FOR EXAMPLE, A CLOZE EXERCISE MAY EMPHASISE THE USE OF
ADJECTIVES OR THE APPROPRIATE LANGUAGE FOR LETTER WRITING.
ULTIMATELY, A SCAFFOLD ALLOWS A STUDENT TO WORK WITHIN A
SET OF PARAMETERS WITH WHICH HE/SHE IS COMFORTABLE.
AS TIME GOES ON, THE SCAFFOLDS BECOME LESS STRUCTURED AND
STUDENTS PRODUCES SELF-GENERATED TEXT OR NOTES.
72. LIST OF RELEVANT RESOURCES
THE FOLLOWING TWO RESOURCES PROVIDE A GOOD STARTING
POINT TO INVESTIGATE WAYS IN WHICH MAINSTREAM CLASSROOM
TEACHERS CAN INCORPORATE SCAFFOLDED LITERACY INTO
CLASSROOM ACTIVITIES AND STUDENT SUPPORT.
GIBBONS, P. (2002) SCAFFOLDING LANGUAGE, SCAFFOLDING :
TEACHING SECOND LANGUAGE LEARNERS IN THE MAINSTREAM
CLASSROOM, PORTSMOUTH: HEINMANN.
EMBRACING LITERACY, DOWNLOADABLE COPY AVAILABLE AT
HTTP://HOMEPAGE.MAC.COM/EBRACE/LITERACY/STRATEGIES.HTM/
ALL LOWER CASE, EXCEPT THAT THE “L” IN LITERACY AND THE “S”
IN STRATEGIES MUST BE CAPITALISED.