Students who are reclassified from English Language Learners (ELLs) to Fluent English Proficient (FEPs) do not necessarily developed the complex linguistic competencies to succeed across content areas. Through vivid snapshots of two middle school lessons (Science and Reading), the author points out that content area teachers can (and should) employ instructional strategies to continue scaffolding--from a Vygotskian sense--content and language demands to support the academic learning of reclassified students. The instructional strategies employed by the two teachers include: "wait-time," think-pair-share, context setting, use of visuals/objects (e.g., realia), modeling on overhead projector, and the use of small groups (and structured talk). These strategies help render the content comprehensible to reclassified students as well as more accessible to "all" students.