What differentiation strategy would best support English learners in making text-based inferences during a read-aloud?

Providing sentence frames to scaffold the lesson is an effective differentiation strategy for supporting English learners in making text-based inferences during a read-aloud. Sentence frames offer a structured approach that allows learners to articulate their thoughts and connect ideas directly to the text. This scaffolding technique helps them formulate inferences more confidently by guiding them on how to structure their responses or thoughts, particularly when they may struggle with language proficiency.

For English learners, reading comprehension and text-based inference can be challenging due to language barriers, unfamiliar vocabulary, and nuances in expression. Sentence frames provide a helpful template that encourages students to practice language skills in context, allowing them to focus on the content of the text rather than getting stuck on how to express their ideas. By having a "fill-in-the-blank" approach, they can better navigate their thoughts and relate them back to what they are reading, which enhances their understanding and engagement with the material.

Other strategies, such as providing verbal summaries or using visual aids, can certainly support comprehension but may not offer the same level of targeted language support that sentence frames provide for inference-making. Group work with peers can facilitate discussion and collaboration, yet it may not provide the necessary linguistic structure for individual learners who need additional support in forming their responses.