Planning for Learning: Scaffolding Strategies
3rd Grade: English Language Arts
By: Lauren Leach
A Coggle Diagram about Key Factors (Language Proficiency:
There are three ELLs in the class at varying levels of readiness for reading. One student is at an advanced level, and two are at an intermediate level. , Learning Styles:
There are students with kinesthetic, visual, and aural learners in the class. and Readiness:
Students have already been exposed to the concept of inference and are able to identify the different parts of the story including the beginning, middle, and end.
There are varying levels of readiness for this objective. Most students are at grade level, but there are a few students who are performing at below grade level, and still struggle with reading for information. There are also a few students who are performing above grade level, who are already reading at a 4th or 5th grade level.), BIG IDEA #1
To recount a story, we must first be able to clearly identify and summarize the main characters and events. , BIG IDEA #2
By clearly identifying the key details in a literary text, we can locate the central lesson of a story., BIG IDEA #3
Once you understand how to include key details and a lesson into the structure of a literary text, you can recount a story as well as create your own. and The Standard
Standard: CCSS.ELA-LITERACY.RL.3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.