Grade 2 Fairy Tales

Fairy Tales and Tall Tales: Supplemental Guide | Preface xiii

Students with Disabilities and Students with Special Needs

Students with disabilities (SWDs) have unique learning needs that require
accommodations and modifications to the general education curriculum.
When using the Supplemental Guide with SWDs and students with
special needs, it is important to consider instructional accommodations,
tools, strategies, and Universal Design for Learning (UDL) Principles,
which promote learning for all students through the use of multiple forms
of representation, expression, and engagement (Hall, Strangman, and
Meyer 2003).

Pacing

Pacing is the purposeful increase or decrease in the speed of instruction.
Educators can break lessons into manageable chunks depending on
the needs of the class and follow the section with a brief review or
discussion. This format of instruction ensures that students are not
inundated with information. Additionally, you may want to allow students
to move around the room for brief periods during natural transition points.
When waiting for students to respond, allow at least three seconds of
uninterrupted wait time to increase correctness of responses, response
rates, and level of thinking (Stahl 1994).

Goals and Expectations

Make sure that students know the purpose and desired outcome of each
activity. Have students articulate their own learning goals for the lesson.
Provide model examples of desired end-products. Use positive verbal
praise, self-regulation charts, and re-direction to reinforce appropriate
ways for students to participate and behave.

Directions

Provide reminders about classroom rules and routines whenever
appropriate. You may assign a partner to help clarify directions. When
necessary, model each step of an activity’s instructions. Offering explicit
directions, procedures, and guidelines for completing tasks can enhance
student understanding. For example, large assignments can be delivered
in smaller segments to increase comprehension and completion
(Franzone 2009).

Instruction Format and Grouping

Use multiple instruction formats (e.g., small-group instruction, individual
work, collaborative learning, and hands-on instruction). Be sure to group
students in logical and flexible ways that support learning.