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Recent research on scaffolding has examined both the sources of information used and neglected during students' word‐solving attempts and the amount of information provided in teachers' word‐solving prompts. In this teaching tip, the authors expand the application of such research from one‐to‐one student–teacher interactions to a guided reading setting. The authors provide examples to illustrate how teachers can critically evaluate students' word‐solving attempts and consequently respond to the readers' needs within the guided reading context. The dual focus that the authors suggest, making decisions about both the type and amount of information, provides a framework through which teachers can implement scaffolding during their guided reading lessons.