During a reading lesson, all students work on identifying the main idea. Some students use a graphic organizer, others receive sentence stems, and a third group works independently with extension questions.
Differentiation
The teacher models writing a topic sentence before students attempt their own.
Scaffolding
A student is excused from learning multiplication facts and works only on addition.
Modification
Sentence frames are provided for writing a lab conclusion in science class and are later removed.
Scaffolding
A student uses text-to-speech to read a grade-level reading passage.
Accommodation
A student is assigned only 5 spelling words instead of the required 20.
Modification
Students can demonstrate understanding of a topic by writing a paragraph, creating a diagram, or recording an explanation, all using the same rubric.
Differentiation
A small group meets daily for 30 minutes to work on decoding multisyllabic words using explicit phonics instruction.
Intervention
A multiplication chart is used while learning multi-digit multiplication procedures and is gradually phased out.
Scaffolding
Students receive an extra 1:1 or small- group practice session focusing on targeted phonemic awareness skills outside of core instruction.
Intervention
A student receives extended time on assessments.
Accommodation
The teacher uses manipulatives for some students and abstract problem-solving for others to reach the same objective.
Differentiation
A student completes alternative math assignments aligned to a lower grade level instead of grade-level work.
Modification
A student receives 1:1 targeted fluency practice with repeated reading of text three times per week, with progress monitoring.
Intervention
A student takes a test in a quiet room.
Accommodation
