Obuchenie. Zone of Proximal Development “What can my child accomplish with assistance?”
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Transcript of Obuchenie. Zone of Proximal Development “What can my child accomplish with assistance?”
Tharpe and Gallimore’s 4 Stages of Vygotsky’sZone of Proximal Development
R. G. Tharpe & R. Gallimore (1988). Rousing Minds to Life (p.35)
How do these kinds of reading activities provide scaffolding for
students?
• Read-aloud/Modeled reading
• Shared reading
• Guided reading
• Independent reading
Scaffolding Read Aloud/Modeled Reading
• Teacher demonstrates proficient reading.• Teacher models strategies used by proficient readers.• Teacher expands access to text beyond the students’
independent or instructional reading levels.• Teacher exposes children to a variety of genres and text
structures.• Teacher uses think-aloud “conversations” to share the
proficient reader’s strategies for figuring out words, improving comprehension, and understanding texts.
• Student listens to the proficient reader.
Scaffolding Shared Reading:• Teacher models and teaches reading strategies.• Teacher extends understanding of the reading process.• Teacher reads and invites the students to read along
with him/her when the teacher chooses.• Teacher selects a big book, chart, or material on an
overhead/document projector to “share” the text with the students. Teacher points to the words being read. (Modification: Students have copies of the book and point to words as they read along with the teacher when invited.)
• Student reads along with the proficient reader and practices with the support of the competent reader.
Guided Reading:
• Teacher acts as a guide (“backseat driver”).• Teacher reinforces strategies and skills.• Teacher engages the students in questioning and
discussion.• Student does the reading.• Student practices the strategies.• Student builds independence.
Independent Reading:
• Student selects the text.• Student practices at his or her independent level.• Time allocated for practice demonstrates the value of
reading.• Student practices new skills and strategies in his/her
reading.• Student is afforded the opportunity for strategic
behaviors to become internalized, automatized and/or fossilized.
Literacy Centers - A Time For Practice
“The emphasis of literacy centers is on practice -meaningful, independent practice - without the teacher’s assistance. It is a time for students to practice all that the teacher has been modeling. Thus, activities placed at the literacy centers grow out of what the teacher has done during read-aloud, shared reading, modeled writing, shared writing, small group instruction, content area instruction, and so on…”
Diller, Practice With Purpose, p.4
Coaching Resources• Riverdeep/Learning Village
www.duvalschools.org
• Just Read, Florida!www.justreadflorida.com
• Florida Center for Reading Researchwww.fcrr.org
• Florida Literacy and Reading Excellence Centerhttp://flare.ucf.edu/
Credits: The digital images included in this slide show came from the following sources.
• Kamalayan – www.flickr.com• Gloria Bxevanis – www.flickr.com • dj webbiz – www.morguefile.com• anneberit – www.flickr.com• www.cabotcialak4.googlepages• http://dukes.stark.k12.oh.us• www.learningtoread.ecsd.net• www.wfu.edu• www.capaa.wa.gov• www.queenstownadventure.com