Which scenario best demonstrates scaffolding in a literacy lesson?

• A. Teacher models, then gradually releases responsibility as students gain skill
• B. Teacher lectures for the entire period
• C. Students work without feedback
• D. Teacher assigns independent tasks only

Answer: (A)

Scaffolding in literacy instruction means providing support that helps students do something they can’t do yet on their own, then gradually removing that help as they become more proficient. A strong scaffold includes modeling a strategy, guiding practice with feedback, and slowly releasing responsibility so students can apply the skill independently. In the scenario described, the teacher first demonstrates the reading or writing strategy and explains the steps aloud, showing exactly how to approach the task. As students begin to show understanding, the teacher steps back, offers prompts or hints when needed, and supports their attempts, until they can use the strategy on their own. This sequence—modeling, guided practice, then independent application—best demonstrates scaffolding because it builds capability while gradually transferring responsibility to the learner.

The other approaches don’t fit scaffolding as well because: a lengthy lecture provides information without showing how to use the strategy, feedback is absent in practice, and tasks given without any guidance skip the essential support that helps students reach independent mastery.