My principal observed my carefully thought out ELD lesson and had a lot of positive feedback but one criticism that I'm confused about. It was a whole-class vocab lesson, in which students were to apply their new word knowledge to write a short story. All students had four sentence starters and a picture prompt. ELs were invited to the back table with the teacher to do the same poster assignment but with additional scaffolding. From previous assignments I noticed the ELLs struggled to correctly include both nouns and verbs in their sentences. So for this assignment I had them use their word/picture cards with verbs (from a previous lesson) to help them structure their sentences using the new vocab words (nouns). In my mind this was supportive scaffolding. The student work shows it helped them, as two of their sentences used verbs from their cards. They correctly used all words on their posters and scored 100% on the summative. But the principal says the cards were too much and threw them curve ball and I "should have just kept that previous lesson separate." She says I "shouldn't have worried about them making correct sentences, only that they use the word correctly." When I questioned her she reminded me she has a bilingual education degree and asked if I have ever learned a second language. When I told her I studied Spanish for six years, she started aggressively talking very quickly in Spanish, pausing to let me respond in Spanish. Luckily I was able to understand and respond to some of it! She was an EL herself. I'm just confused. I don't understand her suggestion. Any ideas? Am I missing something? Genuine question.