Choose approximately 10 new words and discuss their meaning with the student. When this is completed, look up the words in the dictionary to check and discuss understanding. Use the words in sentences. Try and write a story using them. Complexity depends on the student’s level.

Cut out pictures from magazines – collect them into a small booklet. When an extra activity is needed, ask the student to choose a picture, write a caption and a short story about the picture.

Build as many two to three syllable words as possible from a one-syllable word. The student may dictate the words to the tutor or write them him/her self. A dictionary could be used to find additional words.

e.g. blow blowout
      bag bagpipes

Ask the student to write his/her name out on a large piece of paper, leaving plenty of room between letters. Ask him/her to list under each letter a specified number of words which begin with that letter and which he/she can find in a reader, dictionary, etc.

Collect pictures of faces in a small booklet. Describe what their personality, occupation, appearance, etc. might be like.

Involve the student in rhyming words – make sure he/she understands the concept of rhyming.

Bring in a box of pictures (perhaps from the newspaper). Have the student reach in and pull one out and discuss or write about it.

Encourage the student to tell about his day. If the question “what did you do today?” elicits a “nothing,” delve deeper into the little experiences. Did you eat breakfast, talk to a friend, go for a walk, etc. From these small experiences, a conversation can grow and for an adult who may have had a boring day, the hours may become more meaningful. Great way to expand vocabulary.

The tutor can begin to tell or read a story and ask the student to complete it.

Literacy Council of Lincoln
Training Manual for Tutors of Developmentally-Challenged Adults.
Beamsville, ON: Literacy Council of Lincoln, September 1994, pp. 51-53.