Post by Deanna Wagner, 12/31/20
Today we are releasing our next TPT mini book in the Poetry
Power series!
Just like in building construction, the right scaffolding can
support our emerging writers and communicators in reaching higher heights,
recognizing what the final product represents, and actively participating
during co-construction of poems. Examples of scaffolds are provided
through strategies we use in our mini examples. See, for example, Ben’s poem
about his dad for an example of partner assisted scanning. When his device wasn’t working,
Caroline’s fast thinking in creating a paper-based alphabet display for him
saved the day.
Many of our strategies reflect personally meaningful connections, a scaffold to connect experiences and build language. Alexa and her mother use a combination of spelling and symbols. They use the Word Finder to begin her “Remember” poem, but once rehearsed she is able to more efficiently access the word with icon sequencing for discussing and dictating her poem.
Other examples describe use of repetition, which
provides opportunities for multiple models and rehearsal, ultimately supporting
more efficient access to words. Sometimes we use a combination of light tech
and high tech writing or communication tools (previous
blog on light tech flip books can be found here),
observing how learners respond to the timing and feedback. Look for mini
examples with poems by Lily Grace.
We use the I-DARE acronym
purposefully to draw attention to the importance of immersion and demonstration
before expecting autonomous writing. We encourage our writers to take risks
because we are there to support them, and we can respond to what they share in
ways that reflect, respect, and elevate their words.
We can provide scaffolds throughout the writing process:
● selecting a topic,
● choosing a tool (or tools) for writing,
● finding more words on an AAC system,
● saving and sharing (publishing and celebrating)
For more ideas about I-DARE,
follow this LINK
to an USSAAC article I wrote.
Happy 2021!
