For instance, in Going and Doing, Lesson 9 Day 2, the contractions for “braille”, “first”, and “friend” are introduced…among others. I write out the word on buff colored paper, so the glare from the typical white paper won’t be present. Then I give her the marker to underline the letters that she just read in braille. We discuss those letters and she then gives me her theory about why those letters are used. By doing this, she is able to remember the contractions a bit more easily and I can hear her using that logic later when I am testing her on them.