A fourth-grade teacher is planning a unit using complex informational text. Which scaffolding strategy best supports students who are reading below grade level?
-
A
Replacing grade-level texts with texts written at each student's independent reading level
-
B
Providing audio support, graphic organizers, and vocabulary pre-teaching while using grade-level text
-
C
Skipping informational text units until students reach grade-level decoding skills
-
D
Assigning the same text with fewer required response questions