Support the entry point
When a learner stops, wait first. Repeat the direction in a short sentence, ask what the question is looking for, or point to the part of the page that contains relevant evidence.
- Allow thinking time.
- Restate the direction.
- Ask where useful information might be.
- Model a different example.
- Return to the original task.
Ask without revealing
Prefer “Where does the story tell us why?” over “It happened because it rained, right?” A useful cue directs attention without placing the answer inside the question.
Record what happened
Distinguish “answered after a page cue” from “answered independently.” This supports a fair next step and helps reduce assistance gradually.
Limitations
Direct teaching is sometimes appropriate, especially for new content and safety. Be clear whether the moment is teaching, practice, or observation.