This article was originally shared on the Seidlitz Blog on April 29, 2020.
Imagine you are a second grade student born in America, and you only speak English. You’ve attended English schools until now. But your father’s job has relocated your family to France, and now you are in a classroom filled with students and a teacher who only speak French (a language you have never spoken). The science teacher hands you a book and signals for you to read it. You open the book and find that it is filled with pictures…no words. First a group of horses. A mare feeding a foal. A colt running wild. Then a group of pigs, chickens, cows, etc. Instantly, you begin to think about the information you know about animals. What they are called, where they live, what they eat, etc.
Though you aren’t able to communicate this information in French yet, you are able to follow along with the class and think in English using the schema and background knowledge you have about animals.
Why Use Wordless Picture Books?
Scaffolding for ELs
Scaffolding...when I hear this word, I think of the small trees that were planted in my front yard. Around them, the gardeners placed metal tree stakes as supports. Scaffolds in teaching are like the stakes around the tree.
Interestingly enough, it is suggested that the sooner the stakes are removed, the sooner the plant can develop a strong trunk and root system. And staking a tree that does not need it can do more harm than good. So in essence, though stakes in general seem like a good thing, if implemented incorrectly, they can harm the tree.