The first step in scaffolding is to have the teacher model the correct way to complete the task. Each time a new task or new objective is introduced the teacher should first demonstrate how the task should be completed. In an early intervention classroom this may be reading a passage or answering questions that relate to reading passage.
To build upon the modeling behavior, teachers should discuss the task being completed by offering explanations that make it clear to students why he or she completed the task in a certain way. For example, a teacher answering questions about a reading passage would explain the steps he or she took to determine the answer to the question, referring back to the clues in the reading passage that helped him or her locate the answer.
After showing how the first task was completed, teachers can then move onto the new task and this time invite the students to help in the completion of the task. A reading passage can be read by the teacher or by students in the group and the teacher will go through the questions with the group by asking the students their ideas about what the answers might be.
As students supply correct answers, teachers should focus on those answers and ask the students to explain what made them choose those answers. Just as the teacher earlier offered her explanations for reaching her conclusions before, the students will do the same and should become more confident at choosing the correct answer. In cases where the incorrect answer is supplied the questions the teacher asks should help guide students to the conclusion that the answer is wrong.
As students become more comfortable with completing the tasks and seeing the techniques used by the teacher to guide the class to the correct answers, students can assume this role as they help their peers in completing a task. Once a task is understood, students might ask their peers questions similar to those the teacher would pose, to help identify and explain the reasoning behind correct answers.