Continuum of Preparing to Read a Text

Scaffolding Science Reading Materials

English learners below the early advanced level may have difficulties independently reading a science textbook or other complete texts on science. To ensure that English learners can fully comprehend the content in science texts, teachers need to integrate strategies for scaffolding science reading materials into their lesson preparation and delivery. At a general level, we recommend assigning students to read sections in the textbook after the Engage and Explore stages, as well as providing supplemental or alternative text sources at different readability levels. More specifically, we recommend considering one of the four options below, each of which describe detailed steps for planning instruction using scaffolds with different types of reading materials.

Each option first identifies English learners' likely reading comprehension abilities at different proficiency levels, and then describes four steps for scaffolding reading materials, from selecting appropriate reading materials to guiding students in instructional activities that enhance their interaction with the text.

Option 1: Using Unaltered Textbook

English learners at the intermediate level and below will likely have difficulty independently reading and comprehending entire textbook units or chapters. Intermediate level English learners may be able to comprehend some shorter excerpts reading independently. The steps below will help all English learners access content in a science textbook.

Step 1.Identify excerpts in a conceptual unit of study that address the most critical or essential information that English learners need to understand.

Step 2.Provide engaging, concrete activities to front-load key content and functional vocabulary in context, building conceptual understanding during the Engage and Explore stages. Students can then reference word walls, concept organizers and graphic organizers throughout the lesson.

Step 3.Provide the excerpts identified in Step 1 along with advance organizers and meaningful questions for the students to answer. Use think alouds and model reading strategies such as reciprocal teaching and assisted note-taking, so that students will be able to apply metacognitive reading skills to make sense of text and record information in notebooks.

Step 4.Have students collaboratively read pre-selected textbook excerpts in small groups as part of the Explain or Elaboration stages, using graphic organizers and the modeled reading strategies. Two possible grouping options are: (1) students are grouped by shared native language so they can discuss cognates and concepts in their native language; (2) students are grouped by varying levels of English proficiency and literacy skills, so that students at higher levels can assist those at lower levels. Monitor groups to ensure all students are challenged and meaningfully engaged. Rotate among individuals or small groups, asking probing and clarifying questions.

Option 2: Using Annotated Textbook Excerpts

English learners at the beginning and early intermediate levels will likely have difficultyindependently reading and comprehending annotated textbook excerpts. Intermediate level English learners may be able to comprehend annotated excerpts reading independently. The steps below will help all English learners access content in annotated excerpts from a science textbook.

Step 1.Identify excerpts in a conceptual unit that address the most critical or essential information that English learners need to understand. Annotate the excerpts by highlighting key words, defining or clarifying key concepts with notes in the margin, or adding illustrations. Make copies to hand out to the students.

Step 3.Provide students with meaningful questions to answer, and use think alouds and model reading strategies such as reciprocal teaching and assisted note-taking, so that students will be able to apply metacognitive reading skills to make sense of the annotated text and record information in notebooks.

Step 4.English learners collaboratively read textbook excerpts in small groups as part of Elaboration stage. Monitor groups to ensure all students are challenged and meaningfully engaged. Rotate among individuals or small groups, asking probing and clarifying questions.

Option 3: Using Reading Materials at Various Readability Levels

English learners at the beginning level likely cannot independently read and comprehend brief texts at the lowest possible readability level, but can comprehend some ideas with assisted reading (e.g., being read to, in choral reading). English learners at early intermediate and above can independently read and comprehend texts at their readability level.

Step 1.Identify key ideas to find texts at students’ readability levels, building resources from the librarian, ELD/English teachers, colleagues, classroom/city libraries, or district experts who provide resources for all teachers. Repeat the resource building process for key ideas in each conceptual unit.

Step 2.Front-load key academic vocabulary and build conceptual understanding during the Engage and Explore stages; build word walls, etc. Embed reading texts during the Explain stage or the Elaborate stage. Introduce contextualized and visually rich text resources during the Engage and Explore stages.

Step 3.Provide meaningful questions for the students to answer, and model note-taking using specific organizers, charts, tables or graphs, as most appropriate for the task.

Step 4.Each small group may be assigned the same or different text levels. Students read independently or in pairs (when paired students have the same text level) and then discuss and annotate concepts independently and/or as a group in a poster.

Option 4: Using Special Texts and Multimedia

English learners at the beginning level can read texts appropriate to their English level written by adults or other students. They can gain further understanding of a topic through field trips and multimedia technology such as audiotapes and video clips. This variety offers access to diverse learners, such as students with particular learning modality strengths (e.g., visual, auditory, spatial, kinesthetic; individual versus social learning).

Step 1.Identify key conceptual links and ideas to find texts at students’ readability levels (with assistance as in Option 3).

Step 2.Depending on need, model the use of new technology. Technology and other interactive media may be introduced as part of the Explore, Explain or Elaborate Stages to support concept development. Front-load key conceptual ideas and key academic vocabulary in context as described in Option 3, with the addition of available interactive media.

Step 3.Provide options for students to access content and represent their understanding. Students choose reading and multimedia materials according to ability and personal interests. Students may produce portfolios and demonstrate understanding using a variety of media tools (e.g., slide shows, printed photos, flow charts, graphs).

Step 4.Students may be assigned to small groups, rotate through stations that include technology use, or work independently. Serve as facilitator and coach, consulting and conferencing with students individually or in small groups about their portfolio work.