Sideways Stories from Wayside

School
Simplifications and Extensions
 Simplifications and Extensions
Lesson 1 1. For a gifted child, I would include
harder problems for the math
worksheet. I may include higher
numbers or multiplication problems.
2. For a student who has a developmental
delay, I would include easier problems
for the math worksheet. I would
include one or two-digit numbers for
addition.
3. For an English language learner, I
would give them a copy of the book in
English and in their native language.

Lesson 2 1. For a gifted child, I would include

other materials for them to use when
creating their instrument in order for
them to make a more complex
instrument.
2. For a student who has a sensory
exceptionality, I would have them
create an instrument that did not make
as much noise by providing different
materials.
3. For an English language learner, I
would give them a copy of the book in
English and in their native language.

Lesson 3 1. For a gifted child, I would not include

a template, but just give them a blank
piece of paper.
2. For a student who has a physical
disability and has trouble with writing
or coloring, I would take their picture
and glue it to the poster. I would also
dictate what they told me to write and
write it where they want it. I would
allow them to use other materials to
decorate it, such as stickers.
 3. For an English language learner, I
would give them a copy of the book in
English and in their native language.

Lesson 4 1. For a gifted child, I would include

more complex questions on the
worksheet.
2. For a student who has difficulty with
using computer screens because of the
blue light, I would print the article out
for them and play the video on the
board.
3. For an English language learner, I
would give them a copy of the book in
English and in their native language.

Lesson 5 1. For a gifted child, I would have the

students predict what the changes in
the heart rate and breathing rate will
be.
2. For a student who has a physical
disability, I would help them
participate as much as possible. If they
could not participate, I would stand
beside them and keep score with them.
3. For an English language learner, I
would give them a copy of the book in
English and in their native language.

Lesson 6 1. For a gifted child, I would have them

read the more challenging roles in the
play.
2. For a student who has dyslexia, I
would help them participate in the
play as much as possible. I would give
them an easier role and allow them to
be creative with their role.
3. For an English language learner, I
would give them a copy of the book in
English and in their native language. I
would also write and describe the
 vocabulary words in their native
language.

Lesson 7 1. For a gifted child, I would have them

include a quote from the story in their
writing in order to support their
opinion.
2. For a student who has a developmental
delay, I would help them by reading
the parts of the story that mention Mrs.
Zarves and the 19th Floor to refresh
their memory and I would ask them
questions.
3. For an English language learner, I
would give them a copy of the book in
English and in their native language.

Lesson 8 1. For a gifted child, I would have them

include a diagram or visual
representation of what they are
discussing rather than a simple picture.
2. For a student who has ADHD, I would
have them draw the picture and
explain or act out what they normally
would have written.
3. For an English language learner, I
would give them a copy of the book in
English and in their native language.

Lesson 9 1. For a gifted child, I would have them

include a quote from the story in order
to have supporting evidence from the
text.
2. For a student who has autism, I would
have them draw the picture, write the
character’s name, and explain or act
out what they normally would have
written for the analysis.
3. For an English language learner, I
would give them a copy of the book in
English and in their native language.
Lesson 10 1. For a gifted child, I would have them
explain their favorite character, their
favorite quote, and ask the author a
question in their letter.
2. For a student who has a visual
impairment and has trouble seeing the
board, I would allow them to look at
the author’s webpage on their laptop.
3. For an English language learner, I
would give them a copy of the book in
English and in their native language. I
would also help them write the letter
to the author.

Culminating Experience 1. For a gifted child, I would have them

go more in depth with their design in
terms of measurement.
2. For a student who has a sensory
disorder, I would provide different
types of materials that are more
appealing to them. These materials
may include cotton balls, squishy
materials, etc.
3. For an English language learner, I
would explain the directions to them
more in depth and help them with their
designs.