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To recognize that the student may need a different learning environment. have some one on one time with her students.

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Lets them work at own pace. gives them time for each step.

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Lets them work at own pace. gives them time for each step.

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She gives each child their own book so that they can actively find the steps themselves.

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each student gets their own book, reading themselves, not getting read to them

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each student gets their own book, reading themselves, not getting read to them

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Has each student answers questions and seems very happily surprised by their answer. She values their insight.

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She has the students assist each other

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She she shows examples in the book while she also talks about the topics and writes them on the white board.

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watches the students put their fingers on different chapters

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allowing each student a turn and explaining everything may help some students that are not understanding but also it gives the students that understand an opportunity to have input on the subject/story.

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allowing each student a turn and explaining everything may help some students that are not understanding but also it gives the students that understand an opportunity to have input on the subject/story.

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She uses the parts of a book which they have already learned in assuming, to connect their attention to the biok

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Instead of having the kids read, she is having them find certain parts of the book so they can at least identify parts of the book without having to read.

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she acts surprised so they are intrigued to answer

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She writes as she speaks and has students visually and physically find information. 

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She writes as she speaks and has students visually and physically find information. 

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She is writing the questions on a board for more visual learners.

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She is working with smaller groups instead of the whole class all at once. She also gives the kids a chance to talk if they have something to say and she is asking them questions throughout the entire session.

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She gives each student an opportunity to talk to her individually so that if they do not understand something, she can help them personally.

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She explains every step to the small group so it is interactive.

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She explains every step to the small group so it is interactive.

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She gives the students a task and gives a different set of intrusions for some of the kids with either higher or lower capabilities. 

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She gives the students a task and gives a different set of intrusions for some of the kids with either higher or lower capabilities. 

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She lets the kids lead more than she does.

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She splits students up based of capabilities 

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She splits students up based of capabilities 

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kids are grouped based on their reading levels.

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She uses different options for the students that are more advanced and the students that need more help.

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She points out to students personally where the table of contents is located.

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Students are grouped based on their abilities, and she takes the time to help them understand the structure of the book

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She allows the children who can not read, look through the book at the visuals and put them in order by number.

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She gives students who are more advanced a writing option and those who are a little bit behind an alternative option.

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She's allowing students to read or do an alternate assignment if they cannot. She still has the students using a different assignment use similar skills of communication- just different types.

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If student can't write the step, then they take pictures and put them in order.

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she takes time to talk, but also listen to her students as well

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she takes time to talk, but also listen to her students as well