Throughout the learning process, English learners should meaningfully engage with both their peers and the mathematics. How do mathematics teachers provide the "just-right" supports for English learners to insure this happens? What scaffolds are best? How do teachers make adjustments to these scaffolds based on the needs of the individual students? In this article, Chu and colleagues provide insights into these questions. Specifically, they focus on designing interactive supports, giving attention to three dimensions: groupings, structure, and language. Using the "Which one doesn't belong?" routine (WODB; Danielson, 2019), the authors demonstrate how to vary the intensity of support across these dimensions in a middle school setting. [Introduction and Reflection by Delise Andrews, Angela T. Barlow, and David Custer.]