Teacher presents an array of symbols and a sentence board. Student writes by choosing symbols and placing them on the sentence board. Teacher praises attempts to write as well as correct writing. Additional reinforcement can be used if this is typically needed with the student, or if the student is experiencing a lot of stress. Teacher marks the data sheet giving credit for each correct symbol the student chooses, and for putting words in the correct order.
Teacher then presents a new array and moves on to the next sentence.
The procedures for teaching the student to write have both a writing and a comprehension component. The same words are used in the Reading Curriculum, so the two curricula complement each other nicely, with the comprehension phase of the Writing Curriculum allowing the student to see models of the instructions they will be reading in the Reading Curriuclum. Sequencing will be learned much later than the matching, requiring a fine balance between reinforcing correct matching and correcting sequencing errors. The comprehension component helps the student learn that sequences of words have concrete meaning. This understanding buttresses both reading and writing.