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A grade 3 biliteracy teacher is working with students to develop their automatically in recognizing high-frequency words. A small group of students is having difficulty with prepositions (e.g., ante, contra, desde, durante, entre, hacia, hasta, mediante, según, and sobre), often misreading them or omitting them altogether. Which of the following strategies for differentiating instruction would best scaffold the learning in order to promote their accuracy and automaticity in reading high-frequency, grade-level function words? Group of answer choices Have students practice reading the words in isolation before reading a text that includes them. Have students point out the parts of each target word that are and are not decodable and provide more practice with the non-decodable elements. Have students work with a partner to match the target words in order to increase their ability to recognize the target words. Have students practice reading the target words in meaningful phrases that are illustrated to reinforce understanding.
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