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Before students are comfortable generating a free-form response, they can demonstrate their knowledge by selecting the correct answer(s) from a fixed set of choices. The challenge of the task can be adjusted by increasing/decreasing the number of answer choices. Answer choices do not need to be limited by just text,
Personal-interest problems can be used to motivate students and provide concrete examples of mathematical concepts. Word problems that appear daunting to students may be more appealing if the subject matter involved is relevant to the students' lives.
Choice Boards display images or icons of available options from which students can use to communicate their wants and needs with others. When asking a student to make a choice, the teacher presents a board with a phrase or heading to indicate the purpose (e.g. “The Snack I Want Is…”,
Teachers may provide a previously-taught book or passage as a practice text when students are learning a new skill. Using a familiar text creates an opportunity for students to focus on the new literacy skill without getting hung up on decoding or comprehension. Working with a familiar text while taking