Which activity might be part of scaffolded instruction?

Scaffolded instruction involves providing temporary support to students as they learn new skills or concepts, helping them gradually gain independence in their learning. The correct choice, which is focused on modeling reading strategies and providing cues, exemplifies this process.

When teachers model reading strategies, they demonstrate how to approach texts, decode difficult words, or summarize main ideas, which helps students understand the thought processes involved in reading. Providing cues can assist students in making connections or recalling strategies that they've learned previously, reinforcing their skills while ensuring they don't struggle too much on their own. This combination of modeling and guidance allows students to build confidence and develop their reading abilities in a supportive environment.

Other activities listed do not align with the principles of scaffolded instruction. For instance, giving students no support during reading would likely lead to frustration and confusion, preventing effective learning. Discussing texts without structure might lead students off-task or leave them without the tools necessary to analyze the text effectively. Allowing students to evaluate their own progress can be beneficial for fostering self-awareness in learning, but it usually occurs after some initial guidance has been provided, which isn't the essence of scaffolded instruction. Thus, the focus on providing structured support through modeled strategies and cues is key to effective scaffolded instruction.