Working within a theoretical framework of sociocultural theory, with a particular focus on the construct of scaffolding, this five and a half month qualitative study explored the ways in which one third-grade teacher supported students' move towards literature discussion groups. Data sources including expanded field notes, video and audiotape records, teacher interview transcripts, and artifacts were analyzed utilizing the constant-comparative method. Findings indicated two prominent themes related to the instructional focus of the teacher's scaffolding during preparatory activities--a response-oriented focus and an interpersonal focus. By focusing on these two areas, the teacher facilitated students' acquisition of response strategies and interpersonal strategies--strategies they later used effectively in literature discussion groups.