Problem:
The teacher: Breaks down the task (e.g., starts by having the child break an unknown word into separate sounds or parts they can sound out). Gradually reduces prompts or cues. Matches the difficulty level to the task and to the student. Sequences short activities (e.g., first spends 10 minutes reviewing new words from a previous lesson, then 5 minutes underlining new words in the passage, and finally 5 minutes practicing blends). Uses step-by-step prompts.