A second-grade teacher is working with students to develop their automaticity in recognizing high-frequency words. Several English learners often misread or omit high-frequency prepositions (e.g., in, on, of, by) when reading connected text. Which of the following strategies for differentiating instruction for the English learners would best scaffold their learning in order to promote their accuracy and automaticity in reading high-frequency, grade-level function words?

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