Mod 8 Video Discussion

I gained valuable insight from the first video on scaffolding for ELLs. The teacher used an effective read‑aloud strategy and demonstrated how introducing new vocabulary before students read an article can significantly improve comprehension. Pre‑teaching terms allows students to encounter new vocabulary in context with greater confidence and understanding. Using this teaching strategy in my class will significantly help when I have my students read an article or case studies in healthcare where they may encounter new medical terminologies.

Additionally, having students discuss the text they read and share the gist with their table partners supports both reading comprehension and oral language development. This interaction helps students process information, clarify meaning, and practice academic language in a supportive environment. 

Additionally, the teacher emphasized the role of pacing and pausing when asking questions. Allowing students to take adequate time to think before responding is essential, particularly for ELLs who may need additional processing time. Adjusting the pace of instruction based on students’ comprehension ensures that all learners can engage meaningfully with the content. I need to remind myself about this approach and learn patience when asking questions in class and give them time to think and process their answers.