An important factor in translanguaging is knowing the different registers – when to use different tones, words, phrases. It’s important to know which terms are appropriate for specific circumstances. Especially in those languages (such as English) in which there is no formal or informal pronouns, register and tone transmit crucial information. To give our students an even wider prospects in their scholastic and professional lives, being comfortable with – or at least recognising – register is of the highest importance.
Primary Scaffolds
Scaffolding Synonyms and Antonyms through Translanguaging (Primary)
$5.00
An important factor in translanguaging is knowing the different registers – when to use different tones, words, phrases. It’s important to know which terms are appropriate for specific circumstances. Especially in those languages (such as English) in which there is no formal or informal pronouns, register and tone transmit crucial information. To give our students an even wider prospects in their scholastic and professional lives, being comfortable with – or at least recognising – register is of the highest importance.
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Primary ScaffoldsQuick View
Scaffolding International Turtle Day through Poetry and Philosophy (Primary)
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Primary ScaffoldsQuick View
Scaffolding Maps and Graphs with Higher-Order Level Questions (Primary)
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Primary ScaffoldsQuick View
Scaffolding Academic Language with ‘What’s Missing?’ (Pre-School/Lower Primary)
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Scaffolding International Turtle Day through Poetry and Philosophy (Primary)
Seriously? A children’s book about turtles is philosophical? Oh yes it is! Theodor Seuss Geisel (Dr. Seuss), was not just a writer of children’s books, but a profound philosopher, a poet, a political advocate (sometimes controversial), and a promoter of critical thinking on all levels.
$5.00
Seriously? A children’s book about turtles is philosophical? Oh yes it is! Theodor Seuss Geisel (Dr. Seuss), was not just a writer of children’s books, but a profound philosopher, a poet, a political advocate (sometimes controversial), and a promoter of critical thinking on all levels.
Scaffolding Maps and Graphs with Higher-Order Level Questions (Primary)
Higher-order level questions – those that elicit deeper thinking – help students to stretch their thinking and engage their curiosity, their reasoning ability, their creativity, and independence. These questions encourage students to open their minds, they offer opportunities to produce original thinking. Â A well-structured question sparks perspectives that might not have at first occurred to us; they encourage us to look at the issue from different perspectives. Higher-order level questions inspire fresh and sometimes even startling insights and ideas, they open roads for wider perspectives of the issue, and enable teachers and students to work together in constructing understanding. If we use effective questioning skills in the educational environment, we help our students to be more effective thinkers now and in the future.*
$5.00
Higher-order level questions – those that elicit deeper thinking – help students to stretch their thinking and engage their curiosity, their reasoning ability, their creativity, and independence. These questions encourage students to open their minds, they offer opportunities to produce original thinking. Â A well-structured question sparks perspectives that might not have at first occurred to us; they encourage us to look at the issue from different perspectives. Higher-order level questions inspire fresh and sometimes even startling insights and ideas, they open roads for wider perspectives of the issue, and enable teachers and students to work together in constructing understanding. If we use effective questioning skills in the educational environment, we help our students to be more effective thinkers now and in the future.*
Scaffolding Academic Language with ‘What’s Missing?’ (Pre-School/Lower Primary)
Academic language is so important that experts assert that the warehouse of words a person has stored away is directly connected to their quality of thinking: higher quality of words equals higher quality of thinking.** In this age of the Fourth Industrial Revolution, the quality of thinking our students reach in our classes, will be the difference between being qualified for jobs that technology is (still) not capable of performing, and watching the world from the sidelines.
This applies even to our youngest learners. We can help them to assimilate academic language even before they begin to read. If we verbalise  first-, second- and third-tier words,*** through dynamic activities, we are helping them to become familiar with academic language that will serve them for the rest of their academic and professional lives.
$5.00
Academic language is so important that experts assert that the warehouse of words a person has stored away is directly connected to their quality of thinking: higher quality of words equals higher quality of thinking.** In this age of the Fourth Industrial Revolution, the quality of thinking our students reach in our classes, will be the difference between being qualified for jobs that technology is (still) not capable of performing, and watching the world from the sidelines.
This applies even to our youngest learners. We can help them to assimilate academic language even before they begin to read. If we verbalise  first-, second- and third-tier words,*** through dynamic activities, we are helping them to become familiar with academic language that will serve them for the rest of their academic and professional lives.
Scaffolding Dense information with Art (Primary)
This scaffold gives students the opportunity to interact with material through linguistics and visuals. As in the best-planned activities, we also include specific language outcomes. Too often we focus only on content, but being specific about the language structure, grammar and clarity of meaning ahead of time, students feel more supported and are therefore more able to confidently participate. The examples used in this activity come from a Natural Science class on energy. You’ll see how easy it is to adapt it to your lesson.
$5.00
This scaffold gives students the opportunity to interact with material through linguistics and visuals. As in the best-planned activities, we also include specific language outcomes. Too often we focus only on content, but being specific about the language structure, grammar and clarity of meaning ahead of time, students feel more supported and are therefore more able to confidently participate. The examples used in this activity come from a Natural Science class on energy. You’ll see how easy it is to adapt it to your lesson.
