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 student 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 student begin saying the alphabet. On occasions where the teacher points to another student, the first student becomes quiet, and the second student starts saying the alphabet where the first student stopped.
4. Give the student an alphabet strip at their desk to use as a reference.
5. Get the student to say the alphabet as they point to each letter in alphabetical order.
7. After the student has learned alphabetizing by the first letter of words, have the student 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 student to begin alphabetizing with only two words. Add a third word and so on as the student further develops a comprehension of alphabetical order.
9. Get the student to be a peer tutor to teach another student a concept they have learned.
10. Give practice in alphabetizing by using an app that gives the student instant feedback.
11. Make sure the student 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 student 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 student to hurry and commit errors.
14. Daily, examine those skills, ideas, tasks, etc., that have been previously introduced.
15. Praise the student for alphabetizing: (a) give the student 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 student an informal reward (e.g., praise, handshake, smile, etc.) for demonstrating comprehension of alphabetizing.
16. Converse with the student 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 student and also to assist the student with instructions.
19. Get the student 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: