Mod 8 Video Discussion

After watching the videos on implementing language dives and scaffolding literacy instruction for English language learners, I was struck by how intentional both approaches are in supporting language development alongside content learning.

In the language dives, students work through a “Deconstruct, Reconstruct, Practice” cycle with complex text. I appreciated how this breaks down academic sentences into manageable parts while still encouraging higher-order thinking. The process ensures that English learners are not only decoding words but also analyzing sentence purpose and structure, which directly builds academic language proficiency. In my own classroom, I can see myself using a similar strategy by selecting one key sentence from a text and guiding students to examine its grammar, vocabulary, and meaning before having them reconstruct it in their own words.

The scaffolding literacy instruction video highlighted the power of co-teaching and collaborative routines, where teachers blended reading, writing, and discussion around A Long Walk to Water. What stood out most was how scaffolding wasn’t just about simplifying—it was about layering supports (like partner talk, guided note-taking, and text-based evidence collection) so students could gradually take more ownership. This reinforced for me the importance of scaffolding as a way to build independence rather than dependence. Moving forward, I want to build in more structured partner and group talk, giving students multiple ways to process content while also practicing academic language.

Both videos reminded me that effective scaffolding and structured language routines are not add-ons they are central to equitable learning. I plan to intentionally embed these practices into my lessons to ensure my students develop both content knowledge and the academic language to express it.