Although much Reading instruction will focus on beginning (early) learners, it is not uncommon for a high school TOR to have students reading far below grade level and need to have appropriate instructional strategies for them. Not many high school students will tolerate lessons on phonics, even if they would benefit from them. What can teachers do in these instances? What is the difference between "grade level" and "reading level" texts? Which is the preferred one to use when teaching? Briefly describe the following intervention strategies: pairing, scaffolding, and assessments. Select two scaffolds for each reading phase (before, during and after) that you would like to try in your classroom, justifying those selections