Session 5: Scaffolding Learning during Listening and Learning: Extension Activities
Sequence of Sessions
TEACHERS & PRINCIPALS
This one-day training is designed for teachers using preschool CKLA. The training will focus on how to use scaffolding techniques to provide
support to diverse learners throughout the CKLA preschool day. The training will follow an “I do, we do, you do” approach to teach
participants to apply scaffolding strategies to different types of CKLA activities.
Overarching Objectives of this May 2014 Network Team Institute:
TEACHERS
1. We discussed 3 aspects of an activity that can be changed to adapt for more or less support. What are they?
2. In planning for adaptations, what is the first question to consider?
3. Which is an example of a high-support read-aloud prompt?
High-Level Purpose of this Session:
TEACHERS
Session Description:
Participants will participate in one Extension Activity from the Animals domain. As they participate, they will consider the steps
needed to complete the activity. Then, using a scaffolding strategy, they will adapt the activity within an individual student’s Zone of
Proximal Development.
Related Learning Experiences
This training assumes Prior to the May NTI, all participant not familiar with UDL may wish to view this overview document:
http://www.udlcenter.org/aboutudl/udlguidelines/udlguidelines_graphicorganizer
For those participants who did not participate in the November/December Preschool ELA NTI session, or for those who wish to review, we recommend the
following resources be reviewed prior to the May NTI event:
CKLA-Preschool General Overview document: http://www.engageny.org/resource/preschool-ela-general-overview
CKLA-Preschool Overview Webinar:
http://www.engageny.org/resource/ckla-prek-overview-webinar
Key Points

This session will allow participants to apply the process of breaking down and scaffolding a task. In this session, participants will conduct the activity
from start to finish with minimal instructor scaffolding.
Session Outcomes
What do we want participants to be able to do as a result of this session?
How will we know that they are able to do this?
In this session principals and teachers will:
1. Participants will participate in or “make and take” one of the Animals
domain Extension Activities
2. They will document the steps needed to complete this activity
3. Participants will identify opportunities for implementing scaffolding
strategies within an Extension Activity
4. Participants will use a scaffolding strategy to make a modification to an
Extension Activity to adjust its difficulty
Session Overview
Section
Time
Overview
Prepared Resources
HOOK: Have teachers play the Day 16 (Extension
Activity) Sorting Game
Hook and
Review
15
Animals Teacher Guide: Day 16, Animals Flip
REVIEW the purpose of Extension activities in CKLA (to
Book Pages for Day 16; Animals Transition
reinforce content and provide students hands on
Cards for Sorting; Sorting Game Board
activities and opportunities to use the knowledge and
language developed in the lessons.
Facilitator Preparation
Independent
Practice and
Concurrent Office
Hours
Debrief
Group Share
Wrap-Up
INDEPENDENT PRACTICE: Use the planning tool to
identify the end goal and discrete steps, considering
how the activity might be scaffolded for each step.
30
CONCURRENT OFFICE HOURS: Anyone who has
questions about their CKLA implementation is invited
to visit the office hours “help desk” during this activity.
10
DEBRIEF: Have table level debrief and sharing, have
each table select 2-3 ideas to share with the larger
group.
Blank Planning Tool; Animals Teacher Guide:
Day 16, Animals Flip Book Pages for Day 16;
Animals Transition Cards for Sorting; Sorting
Game Board
Blank Planning Tool; Animals Teacher Guide:
Day 16, Animals Flip Book Pages for Day 16;
Animals Transition Cards for Sorting; Sorting
Game Board
10
Blank Planning Tool; Animals Teacher Guide:
GROUP SHARE: Each table will share 2-3 ideas identified Day 16, Animals Flip Book Pages for Day 16;
during the table share.
Animals Transition Cards for Sorting; Sorting
Game Board
10
Blank Planning Tool; Animals Teacher Guide:
Day 16, Animals Flip Book Pages for Day 16;
Animals Transition Cards for Sorting; Sorting
Game Board; Scaffolding Record Form
WRAP-UP: Announcements, Next steps, Office Hours,
PreK Webinar, etc.
Session Roadmap
Section 1: Hook and Review
Time: 15
Materials used
(in slides)
Time
Slide #/ Pic of Slide
10
minutes
Slide 1
Animals
Teacher Guide:
Script/ Activity directions
GROUP
Days 1 & 16,
 Have participants read the directions for the Extension Activity in
Small Group Animals
at Table
the Day 16 handout.
Transition
 Have participants play the game according to the instructions at
Cards; chart
their tables.
paper and
 As they play, tell participants to reflect on what the end goal of the
markers
activity is, how they reach the end goal, and what kind of
scaffolding might be needed.
HANDOUT:
07_Handout_ckla_pk_d3_tg_Day16
HANDOUTS:
10_Handout_BlankPlanningTool
11_Handout_Day 16 Transition Cards
NA
Slide 2
NA
NA
Slide 3
1 min
Slide 4
NA

Our objective for this session is participants will be able to scaffold
a Listening & Learning Extension activity using the Planning Tool
and their knowledge of various scaffolding strategies.
Whole
Group
2 minutes Slide 5
(REVIEW)




2 minutes Slide 6
Whole
Extension activities provide opportunities for teachers to reinforce Group
and for students to apply content knowledge presented in the
read-alouds.
These activities are designed to be conducted by the teacher or
classroom aide during Learning Center time across a period of 3–5
days. They can be conducted with smaller or larger groups of
students. This flexibility allows you to tailor the activity to student
needs.
Teachers are active facilitators of extension activities in that they
provide the appropriate materials and model and facilitate the
language needed to complete an activity. Nevertheless, these
activities are intended to be primarily child-led.
That is, once the general instructions have been explained, the
teacher strategically supports students’ learning with scaffolding to
help students work independently.
(REVIEW)



The extension activity on p. 279 of your packet illustrates another
feature of CKLA-PreK.
There are notes in the margins that document opportunities to use
language support strategies.
You will also find a variety of other “teaching tips” in the margins which
might suggest how you can provide high and low support practice for
your students.
Whole
Group
Section 2: Independent Practice and Concurrent Office Hours
Time: 30
Materials used
(in slides)
Time
Slide #/ Pic of Slide
5 minutes Slide 7
Script/ Activity directions


Have participants read the What’s the Big Idea activities along with rereading the Extension Activity in Day 16 hand out.
As they read, think about end goal, steps, and scaffolding
REFER TO:
07_Handout_ckla_pk_d3_tg_Day16
10_Handout_BlankPlanningTool
11_Handout_Day 16 Transition Cards
1 minute Slide 8


24
minutes
Slide 9




Planning Tool
Handout;
Independe Animals Teacher
ntly
Guide: Days 1 &
16, Animals Flip
Book Pages for
Day 16; Animals
Transition Cards
for Sorting;
Sorting Game
Board
GROUP
Remember that you can use other activities as resources to support
students during content-related extension activities.
The poster you created as a class during What’s the Big Idea is an
excellent resource for students during a sorting game.
Tell participants they will now independently practice planning scaffolding
for an activity using the planning tool.
For participants who have questions about CKLA PreK, while others are
working, the facilitators will hold open office hours in another room.
Work independently or in small groups at your table.
Use the planning tool and steps on the next slide to guide your work
Independe
ntly or in
Small
Groups
NA
Slide 10

Work independently to plan scaffolding for an activity using the planning
tool.
Independe
ntly or in
Small
Groups
Section 3: Debrief
Time: 10
Materials used
(in slides)
Time
Slide #/ Pic of Slide
10
minutes
Slide 11
Script/ Activity directions


As a table, have participants debrief the steps they followed in the planning
tool and what scaffolding ideas they recorded.
Have each table come up with a few to share.
Planning Tool
Handout;
GROUP
Animals Teacher
Guide: Days 1 &
Small
16, Animals Flip
Groups
with Table Book Pages for
Day 16; Animals
Transition Cards
for Sorting;
Sorting Game
Board
Section 4: Group Share
Time: 10
Materials used
(in slides)
Time
Slide #/ Pic of Slide
10
minutes
Slide 12
Script/ Activity directions



Have each table share scaffolding ideas for the Extension Activity.
Have participants jot down good ideas they hear from other participants.
Provide feedback to participants about how their ideas fit into the three
categories (materials, teacher feedback, child response).
GROUP
Whole
Group
Share
Planning Tool
Handout;
Animals Teacher
Guide: Days 1 &
16, Animals Flip
Book Pages for
Day 16; Animals
Transition Cards
for Sorting;
Sorting Game
Board
Section 5: Wrap-Up and Reminders
Time: 10
Materials used
(in slides)
None
Time
Slide #/ Pic of Slide
2 minutes Slide 13
Script/ Activity directions




GROUP
Review the ways scaffolding for diverse learners plays out across the CKLA Whole
Group
Preschool Day.
Starting the Day: Attendance builds daily across the year. Often it can be
scaffolded by an adjustment to the materials
Skills: We reviewed two rhyming activities and how materials, child
response, and teacher feedback can all be shifted to low or high support
as needed
Listening & Learning:
o In read-alouds, we talked about how to adjust the expected
response to meet the needs of your students in a whole group
setting
o In extension activities, participants put their knowledge to work
planning for diverse needs using the Planning Tool.
REFER TO:
01_Handout_UDL_Equalizer
02_Handout_ScaffoldingRecordForm
8 minutes Slide 14
Reminders about upcoming sessions, resources and office hours.
Whole
Group
Use the following icons in the script to indicate different learning modes.
Video
Reflect on a prompt
Turnkey Materials Provided
Session5_Scaffolding Learning During Extensions Activities .PPT
Session5_Scaffolding Learning During Extensions Activities _FG.doc
01_Handout_UDL_Equalizer
02_Handout_ScaffoldingRecordForm
07_Handout_ckla_pk_d3_tg_Day16
10_Handout_BlankPlanningTool
11_Handout_Day 16 Transition Cards
Additional Suggested Resources
Active learning
Turn and talk