Strategy 6: Take time to teach vocabulary in preparation for an activity (pre-teach) and review vocabulary following the activity

Choose an activity that is relevant and of interest to the child (e.g. make soup for lunch)
Think about all the words used as part of the activity and list them (e.g. can of soup, pan, water, spoon, can opener, stove, turn on/off, heat, hot, flame, open, stir, pour, throw away, measure, bowl, delicious, yucky, cautionary words such as sharp, burn, spill)
Show the child the items to be used in the activity and allow the child to explore them
Introduce the activity by describing what you will be doing. This could include writing out simple instructions using the child's preferred representation mode (e.g. objects, tactile symbols, print, braille)
Review words that are known and relate to previous actions/activities
Introduce unknown vocabulary (e.g. show items, demonstrate actions)
Match new vocabulary words to their representation (e.g. objects, tactile pictures, print, braille)
Complete the activity, emphasizing the new vocabulary words
Find ways to review new vocabulary by embedding it into other routines (e.g. opening other cans, turning lights on/off, talking about favorite foods)
Consider creating a conversation box relating to the activity

Have you determined which words are already known and which will need to be taught?
Does the child know the concept of the words in the activity?
Are you using partial participation to allow the child to be engaged in the activity?
Are you allowing enough wait (pause) time to allow the child to process the information?
Are you allowing enough practice time between introductions of new words? Finding balance between providing rich vocabulary and overwhelming the child?
Have you considered expanding learning by guiding the child through "reading" a set of simple instructions, emphasizing new vocabulary and exposing the child to higher level representation modes (e.g. tactile symbols, print, braille)?