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Knowing what to do

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Last updated 26 October 2012 15:28 by NZTecAdmin

Make decisions based on the individual learner’s interests and needs. The following suggestions can be adapted and used for whatever words the learner needs or wants to know.

  • Discuss important reading and writing needs with the learner; identify themes and words that you could use for instruction.
  • Help the learner build their own collection of flashcards of personally significant and useful words and symbols, including practical items such as prices, and ATM instructions (write them for the learner if they are unable to write independently).
  • Ask the learner to read aloud the flashcards they recognise and aim to gradually increase the number of words by a target you set with the learner.
  • Get the learner to match flashcards of words they do not recognise and their corresponding word shapes for example, Enter PIN and
  • Point out similarities between words on the flashcards – similar words, letters, spelling patterns.
  • Play word games to reinforce learning such as Bingo, Memory, Snap and similar games that use the words identified for instruction.
  • Ask the learner to identify more of the words they need to recognise as they build their sight vocabulary and add these to the flashcard collection.
  • Get the learner to sort the flashcards into groups that relate to family, work, banking or other appropriate categories. (This activity could also build reading strategies, such as by sorting into words that begin with the same letter of the alphabet, or that contain the same vowel sounds or consonant blends.)
  • Help the learner to develop a personal dictionary or collection of words they know.
  • Make language experience books with the learner (see Instructional approaches).
  • Use a shared writing approach with a group of learners who have similar needs (see Instructional approaches).
  • A powerful way of using personally significant words for developing literacy (which has been supported by extensive practice) is the ‘generative words’ approach (see Instructional approaches), in which key words are selected from contexts that are personally meaningful and that provide opportunities for the learner to build vocabulary and decoding skills.




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