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NYS-Aligned Classroom Resource
IDEA 2004 / 8 NYCRR Part 200 — NYS Special Education Regulations
Cross-Content SDI & IEP Support Grade 3 3-5 Worksheet

Reading Comprehension Scaffold: Before, During, and After Reading Supports

Duration: 30–40 minutes · IDEA 2004 / 8 NYCRR Part 200 — NYS Special Education Regulations

Alignment Record

Built from publicly available New York State standards. Standard codes cited from official NYSED sources.

8 NYCRR 200.4(d)(3)
Specially Designed Instruction (SDI): Adapting the content, methodology, or delivery of instruction to address the unique needs of a student with a disability, to ensure access to the general education curriculum.
Source: 8 NYCRR Part 200, Section 200.4(d)(3) — NYS Office of Special Education / nysed.gov
IDEA 2004 §300.39
Specially designed instruction means adapting content, methodology, or delivery of instruction to address the unique needs of an eligible child.
Source: Individuals with Disabilities Education Act (IDEA) 2004, 34 CFR §300.39
Confidence: High Confidence Automated validation + founder oversight
#grade 3-5#SDI#reading comprehension#scaffold#graphic organizer#IEP#special education#dyslexia#8 NYCRR 200#MLL
Classroom use case

Use this resource for classroom instruction, small-group support, intervention, enrichment, independent practice, or planning support. Preview the alignment record before choosing whether to spend your signup credit.

Preview content
  • Worksheet for Grade 3 Cross-Content SDI & IEP Support
  • NYS framework label: IDEA 2004 / 8 NYCRR Part 200 — NYS Special Education Regulations
  • Primary standard: 8 NYCRR 200.4(d)(3)

Reading Comprehension Scaffold: Before, During, and After Reading

Grades 3–5 · Cross-Content SDI · NYS 8 NYCRR 200 / IDEA 2004 · Worksheet (30–40 min)

Teacher Note: This scaffold is SDI for students whose IEPs identify reading-comprehension or language-processing needs. It works with ANY grade-level text, keeping students in grade-level content while adapting the methodology and delivery of how they access it.

Regulatory Foundation

8 NYCRR 200.4(d)(3) / IDEA 2004 §300.39 — SDI adapts methodology and delivery so students access the general curriculum.

Student Page

Name: ________________ Text title: ________________

BEFORE Reading — Get Ready

  1. Look at the title and pictures. What do you think this text is about?
  1. Two words I might see (predict vocabulary): ____________ , ____________

DURING Reading — Stop and Check

Read one section, then stop. Repeat for each section.

SectionOne thing I learnedA word I didn’t know
1
2
3

“Click or Clunk?” If a part didn’t make sense (a “clunk”), reread it slowly or ask for help. Note one clunk: ______________________________

AFTER Reading — Show What You Know

  1. Main idea (one sentence): ________________________________________
  2. Two details that support it: (a) __________ (b) __________
  3. One question I still have: _______________________________________

SDI & Differentiation Block

Supports for MLLs/ELLs

Entering/Emerging (NYSESLAT Levels 1–2):

  • Pre-teach 3–4 key words with pictures before reading
  • Allow drawing in the “one thing I learned” boxes
  • Sentence frame: “This text is about ___.”

Transitioning/Expanding (NYSESLAT Levels 3–4):

  • Provide a word bank from the text
  • Sentence frame: “The main idea is ___ because ___.”

Supports for Students with IEPs

SDI Adaptation Dimensions: content, methodology, delivery

  • Content: Use a shorter text or fewer sections; pre-highlight key sentences
  • Methodology: Chunked reading with stop-and-check; “click or clunk” self-monitoring
  • Delivery: Read aloud or text-to-speech; allow verbal/scribed responses; extended time

IEP Documentation: Student responses can serve as work samples toward reading-comprehension IEP goals. Track independent vs. supported completion.

Suggested Placement: General Education, ICT, Resource Room, Self-Contained

Alignment Record

FieldValue
Regulatory Codes8 NYCRR 200.4(d)(3); IDEA 2004 §300.39
FrameworkNYS Special Education Regulations / IDEA 2004
Sourcenysed.gov — NYS Office of Special Education; 34 CFR Part 300
ConfidenceHigh Confidence
Validation NotesBefore/during/after scaffolding and self-monitoring (“click or clunk”) are evidence-based comprehension strategies appropriate as SDI methodology. Regulatory citations confirmed. Tool is teacher-reference SDI material, not a legal IEP document.
Why teachers can trust this resource
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Original resource
Created as an original instructional support — not copied from marketplace content.
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Built from publicly available NYS standards
Standard codes and text sourced from IDEA 2004 / 8 NYCRR Part 200 — NYS Special Education Regulations — a publicly available official framework.
✓
Validated for classroom use
Checked for instructional clarity, classroom usability, and standards connection through automated validation and founder oversight.
✓
Alignment notes included
The alignment record above explains how this resource connects to the relevant NYS framework, with the exact standard code and source.
✓
Designed for classroom use
Supports whole-class instruction, small-group work, intervention, enrichment, independent practice, and planning support.
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No student data required
Teachers download and use this resource without entering student personally identifiable information.
Resource ID: SC-076 · StandardCraft NYS Resource Library v1.0
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Independence notice: StandardCraft is an independent resource platform and is not affiliated with, endorsed by, or sponsored by the New York State Education Department (NYSED). This resource is original content aligned to publicly available NYS standards. It is designed to support classroom planning and instruction and does not replace district curriculum, school-approved instructional programs, or teacher professional judgment.
StandardCraft — Original, educator-built resource aligned to publicly available IDEA 2004 / 8 NYCRR Part 200 — NYS Special Education Regulations. Resource ID SC-076. Standard codes are cited from official NYSED sources. StandardCraft is independent and is not affiliated with, endorsed by, or sponsored by the New York State Education Department (NYSED). This resource supports — and does not replace — district curriculum, school-approved instructional programs, or teacher professional judgment.