When considering interventions or in-class support for students who may not be able to read grade-level text independently, which two statements below best identifies the approach we should take? (Select two that apply) Answer Students who may not be able to read grade-level text independently will benefit from teacher-created scaffolds and alternative assignments that replace High Quality Instructional Materials. It is feasible for teachers to utilize complex texts with striving readers, particularly when appropriate scaffolding is supplied so that students can access the text. All students need access to complex grade-level texts. If students need additional support to read and access these texts, our first approach should be to scaffold Tier 1 instruction in the core classroom via knowledge building, vocabulary, fluency, chunking, and text-specific questions. To support older students reading below grade-level, an alternative curriculum is acceptable. Lower-level, high-interest texts may substitute the use of complex text