2. The teacher used a frame for students to report their findings (W1.2) from their investigation and discussion of academic vocabulary. The frame was: "How can liquids be described?" How did the use of the frame, word wall, and word cards facilitate student writing to describe the liquids?
The word wall itself was descriptive. The actual liquids in bottles were displayed. Above each bottle were the academic words used to describe the liquid. These words were also written on cards placed on the tables. Both the word wall and the cards provided a reference for students as they wrote their descriptions.
3. Before the teacher asked students to write in their data tables, or complete sentence frames in the notebook, she provided multiple opportunities for oral language. What were some of those opportunities? Why do you think she concentrated on oral language before writing?
Opportunities included talking with partners, sharing in whole class discussions, and even an opportunity to talk to themselves (e.g.," share with your feet what you learned"). Each opportunity was a scaffold to link student language to academic language. Careful scaffolding of this type of speaking and listening supports students bridging to print and writing.
4. Students were asked to transfer their academic language to describe a new liquid with words and a scientific, labeled illustration (W1.2). What scaffolds were available to students and how were they used?
Students used word wall, data tables from notebooks, word cards on the table and lunch liquids in bottles to provide a context for the scientific illustration. Additionally, the teacher modeled how to access these resources to make the scientific illustration.