Mod 8 Discussion: Tiering and Scaffolding in My Classroom

One scaffolding approach I would adapt for my students is the gradual release of responsibility model. This approach is effective because it moves students from teacher-supported learning to independent application, which is especially beneficial for English language learners and students who need structured guidance.

To adapt this approach, I would spend additional time in the “I do” and “We do” phases by modeling think-alouds, explicitly teaching academic vocabulary, and using sentence frames to support language development. During the “You do together” phase, I would use flexible grouping so students can collaborate with peers at similar or mixed proficiency levels. The “You do independently” phase would be adjusted by offering differentiated expectations, such as shortened responses, graphic organizers, or alternative ways to demonstrate understanding.

I would pair this scaffolding approach with materials such as visual aids, anchor charts, vocabulary word banks, graphic organizers, and leveled texts. These materials help reduce language barriers while maintaining access to grade-level content.

This approach would be used with an English Language Arts curriculum focused on reading comprehension and writing, particularly when teaching skills such as identifying the central idea, citing textual evidence, and responding to texts in writing. The gradual release model ensures students receive the support they need while building confidence and independence over time.