Mrs. Edwards read "Owl Moon" to her class. As she read, she paused from
time to time to allow the children
time to think about the story.
She used a different voice for each
character. When she finished, she
asked questions that helped her
students understand the story better and to discuss it with her.
Mrs. Edwards exhibited:
1. scaffolding behavior
2. narrative structure
3. storytelling
4. visual literacy
If I am understanding it correctly,
wouldn't she be exhibiting scaffolding
behavior?
I don't see how the teacher is exhibiting scaffolding behavior. Here are some sites that explain the first three choices to your question.
http://www.coe.uga.edu/epltt/scaffolding.htm
http://www.storyarts.org/classroom/index.html
http://www.psu.edu/dept/inart10_110/inart10/narr.html
Based on the information provided, it seems that Mrs. Edwards is exhibiting storytelling rather than scaffolding behavior. Scaffolding behavior refers to the instructional support provided by a teacher to help students gain understanding and complete a task. In the given scenario, Mrs. Edwards is reading a story to her class, using different voices for the characters, and then posing questions to facilitate discussion and deeper understanding of the story. This aligns more with the act of storytelling, where the teacher engages the students through narration and encourages reflection and analysis of the story.
If you would like to understand scaffolding behavior further, you can refer to the following link:
http://www.coe.uga.edu/epltt/scaffolding.htm
For resources on storytelling and narrative structure, these links can provide more information:
http://www.storyarts.org/classroom/index.html
http://www.psu.edu/dept/inart10_110/inart10/narr.html