Strategy 2: Establish reading and writing procedures that follow a prescribed sequence
What to Do
- Establish the purpose of the activity and determine key vocabulary and concepts to be taught
- Identify yourself as you begin the activity
- Cue the child that you are going to read or write
- Let the child help locate and gather materials needed to do the activity
- Go to the location where you will perform the activity
- Establish joint attention to involve the student in the text or activity
- Systematically present each item involved in the activity and give the child time to explore as interest is shown (may want to use hand-under-hand initially)
- Complete each step of the activity with the child, closely observing if/when to provide assistance/guidance
- Highlight vocabulary/concepts throughout all interactions within the activity
- Indicate "finished" as the activity is completed
- Let child help put the materials back where they got them indicating "finished" again
- Duplicate this sequence for all reading and writing activities (e.g. sharing experience books, making a grocery list, taking attendance, reading daily schedule, writing in a journal)
Things to Consider
- Have you identified key vocabulary/concepts you want the child to get out of the activity?
- Are you bombarding the child with too much "verbage"?
- Are you slowing the pace to give the child time to explore?
- Are you watching for signs that the child is anticipating next steps in the activity?
- Are you using the same sequence every time you read or write with the child?