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Strand: COUNTING AND CARDINALITY (K.CC) Standard K.CC.4.
Strand: COUNTING AND CARDINALITY (K.CC) Standard K.CC.1.
Strand: COUNTING AND CARDINALITY (K.CC) Standard K.CC.2.
Strand: COUNTING AND CARDINALITY (K.CC) Standard K.CC.3.
This scaffolded lesson can span the entire school year and asks kindergarteners to work with whole numbers 1 through 10.
Beginning of the School Year
Additional Resources Books
Scaffolding instruction is an important teaching strategy that can be used in all curriculum areas. One of the major benefits of scaffolding instruction is that learners are constantly engaged. Scaffolding instruction allows students to move from dependent learners to independent thinkers. Scaffolded instruction is individualized so it can benefit each learner. This becomes important when our classrooms are filled with students ranging from gifted to special needs students. The activity that is presented in the preceding plan is a scaffolded lesson plan. It is an activity that can be used at the beginning of the year and progresses in intensity to meet the needs of the students at the end of the kindergarten year. The idea of a scaffolded lesson is that students spend less time figuring out what they are supposed to do and more time learning and discovering. This actually results in an increase in student learning, and students are able to internalize their learning more effectively.
1. Demonstrate a positive learning attitude.
5. Understand and use basic concepts and skills.
Invitation to Learn
In the middle of the table there is a container with one-inch colored tiles. The tiles are red, blue, green, and yellow. Make a design using these tiles that you would like to share with the class. Make your design on the white mat on your table. You need to make your own unique design.
Beginning of the School Year
Students will make a Number Representation Book. Throughout the school year, students have written the numbers from 0-10, stamped the numbers, made tally marks, colored pictures of specific numbers, and used tiles to represent each number. Now, it is time to make a number representation book that will help the students see on one page all the ways that they know how to represent a specific number.
Raymond, E. (2000). Cognitive Characteristics. Learners with Mild Disabilities (169-201). Needham Heights, MA: Allyn & Bacon, A Pearson Education Company.
Scaffolding instruction as a teaching strategy originates from Lev Vygotskys socio-cultural theory and his concept of the zone of proximal development (ZPD). The zone of proximal development is the distance between what children can do by themselves and the next level of learning that they can be helped to achieve with competent assistance. Vygotsky defined scaffolding instruction as the role of teachers and others in supporting the learners development and providing support structure to get to that next stage or level. According to Vygotsky, the external scaffolds provided by the educator can be removed because the learner has developed a more sophisticated cognitive system.
Chang,K., Chen,I., & Sung,Y. (2002). The effect of concept mapping to enhance text comprehension and summarization. The Journal of Experimental Education 71(1), 5-23.
The scaffolding teaching strategy provides individualized support based on the learners zone of proximal development. An important aspect of scaffolding is that the scaffolds are temporary. As the learners abilities increase, the scaffolding provided by the more knowledgeable other is progressively withdrawn. The learner is then able to complete the task or master the concepts independently.