For my students who need scaffolding, I front load what we will be reading about and I give them a note taking sheet that asks them to identify or define key ideas and vocabulary. Sometimes I will direct them to read specific sections of the text (as opposed to the entire chapter). During or after reading, I go over the notes with them to ensure they have the correct information, and to help them make connections between what they've read, and how it applies to the outside world,
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I don't teach science, but the principles of Universal Design for Learning note that all students benefit when scaffolds are available to everyone. Always review vocab at the beginning, provide notes on text features, comprehension questions, slotted notes, etc... and give students the choice to use them or not. Once you see students struggle on comprehension and you have data to prove that, you can steer them to use the scaffolds on the next unit. In this, you are teaching them how to learn. This allows you to provide the same instruction for the whole class, but some students may not need the scaffolds, so they won't use them. You may be surprised by the students who want to use the graphic organizers, extra help sessions, etc..!
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