Where is the student now? Where do you want him to be? Given the sub-skill you selected within your task analysis (your starting point for instruction), how can you shape this behavior into a practical skill for the future?
In nearly all cases, it is not appropriate to target completion of a cover letter within one sitting. Break down the process into chunks, beginning with the standard cover letter information: Student’s address – what is it, and where does it go within the cover letter? Then, move to the employer’s name and address – what is it, and where does it go within the cover letter? Systematically add one more part, as the student shows success with the initial parts.
What visual supports will you use to help the student rehearse the expected behavior or skill?
Use a graphic organizer to support the student in organizing her ideas in the pre-writing process. Templates can offer the “shell” for the student, so she does not have to devise that shell from scratch. In addition, to-do lists can help organize the steps of a practice activity, and various visual cues (sample cover letters, rule cards) will further support long-term independence.
What type of prompting might you need to provide in the initial learning phase?
In the initial stage, it is likely that you will provide verbal modeling prompts to illustrate the proofreading process (e.g. you read the completed section aloud, the student listens for errors). If the student will benefit from reading her own writing aloud in order to catch errors, you first need to model this for the student. You may also need to provide verbal and written prompts to offer options on ways to rephrase a sentence.
What is your plan for systematically and quickly fading out your prompting? How do you time and fade the prompt to support the student in initiating the target behavior?
Once the student gains understanding of the parts and layout of a cover letter, and is able to identify the information needed, prompting during practice sessions should be limited to subtle referencing to the supplied visual supports (e.g. gesturing to the pieces of the template). Good planning and the use of visual supports will greatly reduce the need for extensive prompting. In addition, consider how you will arrange visual reminder cues to support the student’s proofreading efforts!
Can the student discriminate between more versus less appropriate versions of a cover letter? Can the student identify errors within a cover letter (spelling, punctuation, capitalization, omissions)?
There are a variety of ways to support the student in making accurate discriminations between a more appropriate versus less appropriate cover letter. As you target these discriminations, focus on particular examples, rather than simply beginning with the big picture question – which cover letter is better? Instead, you might provide a worksheet with two samples per section of a cover letter (e.g. Salutation: “Dr. Powers,” versus “Hey Susan,”). The student can then identify the more appropriate versions by circling her selection.
For some students, it will be necessary to read aloud a particular sentence to them – guide them in listening and looking to discern whether that sentence sounds right, or “off” in some way. Is a word missing? Is there a typo? Is the verb tense correct?
Are you arranging frequent practice opportunities to build fluency through repetition?
What steps do you need to take to ensure that everyone targeting that skill applies the same level of prompting and fades it out at the same rate to support initiation by the student?