Instructional Scaffolding (verb):  intentional practice of attending to content, students, and other contextual factors in the design or implementation of temporary, instructional supports that maximize access to grade-level concepts and tasks.

Instructional scaffolds SHOULD NOT compromise the cognitive complexity of grade-level learning goals.

Pushing students toward remediation will ultimately hold them back.

Rely on high quality instructional materials (HQIM)

Use an asset-based lens when analyzing data to uncover what students DO know in order to build bridges to new learning

Frontloading texts (summary of text or the text in a learner's home language)

Audio recording of texts

Activate prior knowledge

Embedded annotation clues and/or checks for understanding

Identifying additional unfamiliar vocabulary

Editable sentence frames and response starters

Clear and precise instructions (view from a student's perspective)

Use metacognitive prompts for students to reflect on their learning

Guided notes/skeleton notes