Scaffolding, scaffolding, scaffolding! Don't think about modifying, but rather making accommodations to help students learn with their peers. For example, provide students with graphic organizers, work exemplars, check lists, slotted notes, etc... so they are still working toward grade level standards, but they receive support. There is so much research on the importance of these scaffolds for learners of all variability. You can check out some of the research here for more ideas: http://www.udlcenter.org/research/researchevidence/
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Angela I love your question... I am faced with the same question but with one added variable. My student of most concern came from a bilingual program where up to now all his learning had been in Spanish and now he is in English only class. I don't want him to feel lost and left out. Have you found any example of good scaffolding?
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