Instructional Scaffolding to Engage All Learners in Complex Science Text

National and state standards state that all learners should use informational texts (e.g., Next Generation Science Standards [NGSS Lead States 2013]; Common Core State Standards for English Language Arts [CCSS-ELA] Reading in Science and Technical Subjects [RST]; NGAC and CCSSO 2010). Of further concern is that the exclusive use of a text at a lower grade level will lack sufficient complexity that, without exposure, would result in "no opportunity to acquire the knowledge and skills that could enable them to catch up" (Shanahan 2019, p. 22). [...]other instructional scaffolds may also be required. [...]to help develop a deeper understanding of the word homeostasis, she divided the class into small groups and assigned articles for them to read. Skill development instructional scaffolding Within the anchor text, claims related to change in weather patterns and heat stress are made that are supported by evidence in graphs.