Are you looking for strategies to help students who do not comprehend alphabetical order? If so, keep reading.
1. On occasions where lining up or dismissing the students, ask each learner to tell the letter that comes next in alphabetical order. The students are dismissed as they correctly name each letter.
2. After students are proficient at telling “next” letters, try having students name “before” letters.
3. Using a small group, have one learner begin saying the alphabet. On occasions where the teacher points to another learner, the first learner becomes quiet, and the second learner starts saying the alphabet where the first learner stopped.
4. Give the learner an alphabet strip at their desk to use as a reference.
5. Get the learner to say the alphabet as they point to each letter in alphabetical order.
7. After the learner has learned alphabetizing by the first letter of words, have the learner alphabetize 26 words that begin with the same first letter but have each letter of the alphabet represented as the second letter (e.g., Aaron, able, acid, adapt, etc.).
8. Get the learner to begin alphabetizing with only two words. Add a third word and so on as the learner further develops a comprehension of alphabetical order.
9. Get the learner to be a peer tutor to teach another learner a concept they have learned.
10. Give practice in alphabetizing by using an app that gives the learner instant feedback.
11. Make sure the learner has mastery of alphabetizing ideas at each level before introducing a new skill level (e.g., alphabetizing to the first letter, second letter, third letter, etc.).
12. Make sure that the learner is not required to learn more information than they are capable of learning at any time.
13. Minimize the emphasis on competition. Competitive learning activities may cause the learner to hurry and commit errors.
14. Daily, examine those skills, ideas, tasks, etc., that have been previously introduced.
15. Praise the learner for alphabetizing: (a) give the learner a concrete reward (e.g., privileges such as leading the line, handing out learning materials, 10 minutes of free time, etc.) or (b) give the learner an informal reward (e.g., praise, handshake, smile, etc.) for demonstrating comprehension of alphabetizing.
16. Converse with the learner to explain: (a) what he/ she is doing wrong and (b) what they should be doing.
17. Assess the appropriateness of the task to ascertain (a) if the task is too complicated and (b) if the duration of time scheduled to finish the task is sufficient.
18. Select a peer to model alphabetizing for the learner and also to assist the learner with instructions.
19. Get the learner to practice a new skill or task alone or with an aide, the teacher, or a peer before the entire group attempts the learning experience or before performing for a grade.
20. Try using one of our many apps designed to teach literacy skills and help students with reading issues: