The teacher observes that some students are having difficulty completing the right side of the blank Somebody-Wanted-Because-But-So-Then chart. Which of the following scaffolding strategies would best help the students use the chart to develop summaries that convey story relationships?

a. having the students retell the story using sequence words (e.g., first, next, then, after that, finally) before writing a summary
b. adding a text-dependent question next to each of the summarizing prompts (e.g., "Because..." / "Why didn't Carlos want to ask his mother for help?")
c. revisiting the students' general understanding of the story using text-dependent questions at the literal level
d. providing additional graphic organizers, such as a concept map or organizers for cause/effect, problem/solution, and comparison/contrast