ABSTRACT
This chapter focuses on scaffolded support through dialogue both as the prominent support and used in conjunction with other supports or tools. It describes principles to guide the provision of scaffolded support. The chapter provides an example of a teacher using dialogue and tools as scaffolded support in planning and providing instruction. It also describes the ways teachers can use dialogue, or interactions with students, as scaffolded support during the I DO, WE DO, and YOU DO phases of the gradual release of responsibility. The chapter illustrates with actual classroom transcripts the way a special education teacher used planned and unplanned supports in a scaffolded manner when working with seven third graders in reading. It also provides a classroom example of a teacher using scaffolded supports over time. Identifying and using scaffolded supports is one of the most powerful practices for moving students to higher levels of understanding and competence.
