Strategy 2: Establish reading and writing procedures that follow a prescribed sequence

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)

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?