Application of Instructional Methods Davidson 1

Method 1: Fernald Method

The Fernald Method starts with a student writing independently, and coming to a point

when they do not know how to spell a word. Then, the teacher writes the word on a notecard for

the student to trace. The student traces the word over and over with their finger or a pencil,

repeating the word aloud with each tracing. The teacher facilitates the student continuing this

process until the student can spell the word from memory. I have used this method with one of

my fourth grade students. This student is working on paragraph and sentence structure, as well as

editing spelling with his writing. I was eager to try this method with him when he was

responding to a writing prompt connected with a passage about the water cycle. As he was

writing, there were several words he thought of that he did not know how to spell. Most of these

words he was able to figure out, but the word evaporate was especially challenging for him. I

asked him to focus on that word with me, and wrote it on a notecard for him. I then let him pick

the pen color of his choice, and trace the word until he felt like he memorized it. After four times

tracing the word, I turned over the notecard, and he successfully wrote it in his sentence.

This method is effective for some students as an immediate spelling intervention. The

student I used this method with was able to store the word in his short-term memory; long

enough to immediately write it on his paper. However, I incorporated this word in a spelling

game I played with him about one week later, and he did not recognize the word. I did not find

this method extremely effective or efficient, because it interrupts the writing process. In addition,

it did not prove to be a long-term solution for my student, because he only had the patience to

trace it a few times. To memorize it long term, he would have needed to trace the word many

more times, interrupting his writing process even more. I might pair this method with a spelling

flow list to make it more effective.

Application of Instructional Methods Davidson 2

Method 2: Phonic Reading Lessons

The Phonic Reading Lessons are used for reading instruction related to word

identification, including the letters and sounds. These skills are taught with repeated, consistent,

and paced instruction. Each lesson consists of skills practice, as well as an activity that includes

reading stories. The stories are comprised of the words from the skills practice, and allow the

student to have the repetitive instruction necessary for learning word, letter, and sound

identification. This process also gives students the opportunity to read aloud often.

I chose to work with a third grade student that desperately needed this type of phonics

intervention to work towards meeting his annual goals. To practice the letter-sound relationships,

my student and I used finger tapping to segment the words in each lesson. After segmenting

them, I worked with him on blending the sounds together. After this guided practice, he would

read the word list at the bottom of each skills page, and I record how many words and sounds

were correct. Depending on this score, we would either keep working on learning the letters and

sounds or progress to reading the stories correlated with the skills. I also worked with him using

the Wilson reading program to compliment the phonics skills he was practicing.

I have found this method to be extremely effective. This student has showed

improvement with reading CVC words, digraphs, blends, and high frequency words. I attribute

this immense improvement in just 8 weeks to the repetitive and beautifully-paced nature of the

Phonic Reading Lessons. While these lessons have been very productive for this student, I would

recommend that the program be paired with another reading program or literature curriculum.

This is because another program would provide the variety needed to keep students engaged.
Application of Instructional Methods Davidson 3

Method 3: Concrete Representational Abstract (CRA)

The CRA instructional approach is comprised of three stages. In the concrete stage, the

teacher begins instruction by modeling the math concept using real materials such as colorful

chips or cubes. In the representational stage, the teacher transforms the concrete model into a

representation. This representation could include drawing, pictures, tally marks, circles, or dots.

At the abstract level, the teacher models the math concept at a symbolic level by solely using

numbers and symbols for representation. Operation symbols are used to indicate the various

operations.

This semester, I have utilized the CRA instructional approach with my third grade math

students for addition and multiplication. Initially, my students and I used colored counters and

base ten blocks to obtain a concrete understanding of the numbers and groups. Eventually, we

moved on to using a hundreds grid paper and a hundreds chart. More recently, we have

attempted to transition to the abstract stage. We are working on writing numbers, operation

symbols, and often brainstorming ways to represent numbers. Scaffolding their mathematical

concept learning in this way has been effective, because we progressed from simple and literal to

more critically thinking about the concepts.

This method reminds me of the bottom-up instructional approach, where students move

from the most basic and individual concepts to understanding the bigger picture in a more

abstract way. With this in mind, I believe I have been able to implement this method effectively.

I see the evidence of this in the progress monitoring that has occurred since the beginning of the

semester.
Application of Instructional Methods Davidson 4

Method 4: Glass Analysis

The Glass Analysis Method includes identifying the whole word, and the letters and

sound of the target cluster. To do this method, the teacher should pick a word to focus on with

the students, such as “brake”. After introducing the word, the teacher can give the sound and

asks for the letter that corresponds. For example, what letter makes the /b/ sound? The teacher

should also give the letter and ask for the sound. For example, what sound does the letter “r”

make? Doing both of these practices with all the sounds and letters in the word is beneficial for

the students. Then, the teacher can make it more challenging by taking away letters and asking

for the remaining sound. For example, “Say brake without the /b/ sound.”

I have observed this method being used as an instructional tool before I knew it was a

particular method; as my supervising teacher uses this method often with our second and third

grade students. In my experience of using this method, I have found that it is effective because it

allows students the opportunity to practice both segmenting and blending.

Some of my younger students lack the confidence to say letter names, while others lack

the confidence to say letter sounds. Some of these students are also challenged by determining

the remaining parts of a word after a phoneme or morpheme is removed. As a result, one

modification I have used with this method is utilizing a white board or letter tiles for guidance.

With my students who are just starting to learn to read and do not yet have a full grasp on

segmenting and blending, this modification is essential and makes this method more effective.
Application of Instructional Methods Davidson 5

Method 5: Repeated Reading

Repeated reading is a strategy used to increase oral reading fluency. This method of

teaching reading is most beneficial for students who have developed initial word reading skills,

but have inadequate reading fluency for their grade level. With repeated reading, the student

reads the same text over and over until the rate of reading errors dissipates. First, the teacher

chooses a passage that is at least 100 words. Then, the teacher identifies a few words they think

will be challenging for the student to learn, and explains them before reading. If appropriate for

modeling, the teacher may read the passage aloud to the student. Finally, the student reads and

rereads the passage until the text is fluent. Repeated reading can be implemented both with

individual students and in a group setting.

This reading method is appropriate for my students who have fluency goals, but it is also

helpful practice for my students who have various other reading goals. I have used this method

with my younger students in first and second grade. I often utilize leveled books from Reading A

to Z. Using repeated reading with these leveled books gives students the opportunity to become

fluent with texts they choose themselves. As a result, they are more engaged when the activity is

to read a text repeatedly.

In addition to reading individually with me, students also engage in partner reading. Each

partner reads their passage at least three times. The other partner takes note of anything that is

positive or needs improvement. The partners help each other with their fluency by giving

suggestions and praise, using sentence starters such as I like that you… and Next time… I have

found this method to be effective for my reading students for these reasons.
Application of Instructional Methods Davidson 6

Method 6: COPS

The error monitoring system known as COPS is a procedure for providing students with a

predictable and easily understood method for identifying errors in writing. COPS is an acronym

for the various types of errors that can be made in writing: Capitals, Overall appearance,

Punctuation, and Spelling. For capitals, the error should be written over. If there are issues with

the overall appearance (e.g. sentence fragments and run-ons, paragraph indents, margins, and

note marks or rips), there should be a line drawn through the error and the correction should be

written above. For consistent margin errors, lines can be drawn down the side of the paper for a

reminder. When there are problems with punctuation, the errors should be circled. For spelling,

an “SP” should be written above the incorrect word, so the writer knows to check that particular

word.

The COPS method of error monitoring has proven to be quite effective for my fourth and

fifth grade students. Whenever my students have a writing assignment from the resource room or

their general education classroom, I use this method to provide writing support. Once they write

a first draft, my supervising teacher and I use COPS to support them. They then take the

corrections, ask us questions, and write another draft. Many students also prefer to use this

method when self-editing and revising their papers. The two techniques I see used most often are

drawing lines down the side of their papers for margin reminders, as well as drawing a line

through errors and writing the correction above.

Application of Instructional Methods Davidson 7

Method 7: Collaborative Strategic Reading

Collaborative Strategic Reading (CSR) is an instructional method for teaching reading

comprehension strategies while working cooperatively. CSR consists of reading comprehension

strategies that are utilized before, during, and after reading. These strategies include the

following: preview the text, click and clunk, get the gist, and wrap up. Previewing the text gives

the opportunity to pull from prior knowledge, possibly spark interest, and facilitates making

predictions. During reading, self-monitoring of understanding is crucial for students’

comprehension. This can happen as students identify clicks – when they do understand – and

clunks – when they do not understand. When students do not understand, identifying the specific

clunks are important for the whole group to work through together. While reading, students can

also learn to identify important ideas in the text. This allows them to explain the main ideas and

details in their own words. Finally, the wrap up is when students identify the most important

ideas from wheat they have read. They also generate questions and answers about the

information if appropriate.

In a small reading group with my third grade students, this method has proven to be very

useful. Before I implemented this method, reading together as a group was unstructured and

often one-sided. Now, students are much more engaged in the form of making comments and

jokes, as well as identifying what they do and do not understand. One aspect of this method I am

still working on with this group is questioning and answering. Because these students are so used

to the teacher always asking questions and having all the right answers, it is challenging for them

to go through the inquiry process when reading. I believe this will be improved as I provide more

student choice and attempt to choose topics that connect with prior knowledge.
Application of Instructional Methods Davidson 8

Method 8: Kerrigan’s Method

The Kerrigan Method, also known as writing to the point, is a method for writing essays.

This method is best used to support the development of students’ ability to produce written

essays. An emphasis is placed on the theme and topic sentences, forming paragraphs, and using

transitional phrases to connect paragraphs. Involved with this writing method are multiple steps,

as follows: the student writes a short and declarative sentence that makes one statement they

want to prove (thesis statement), the student writes three sentences about that sentence (topic

sentences for body paragraphs), the student writes four sentences about each of the three

previous sentences (supporting details), the student reads over and revises these sentences to

make them more concrete and detailed, the student checks that all sentences clearly refer back to

the previous paragraph and inserts references where needed, and finally the student reads through

every sentence to ensure they are connected with the initial sentence and overall theme or topic.

As a pre-service teacher who is challenged by writing instruction, I have found this

method useful. Kerrigan’s Method has provided my fifth grade students with an appropriate

amount of structure, while allowing them the flexibility to express their own ideas through their

writing. The students that visit me for writing support find writing very challenging and stressful.

Therefore, the structure described has been helpful for easing anxieties as well as producing

higher quality writing. After attempting to use this strategy in a small group setting with students

that received special education services from a resource classroom, I would be interested to see

how effective this strategy is in a general education classroom with a larger group and even more

diverse abilities. Either way, this strategy seems to be most appropriate for students that are at a

fourth grade writing level or above. However, there is potential for it to be simplified for younger

students.
Application of Instructional Methods Davidson 9

Method 9: Elkonin Boxes

The use of Elkonin Boxes helps students build phonological awareness skills by

segmenting words into phonemes. Using Elkonin Boxes can also be a tool to teach students how

to count the number of phonemes in a word, which is not always the number of letters (i.e. x is

/ks/). To use the boxes, the teacher should pronounce the chosen word slowly, and ask the child

to repeat the word. Then, the teacher draws the boxes; one for each phoneme. The student counts

the number of phonemes in the word, placing any type of marker in each box as the word is

repeated.

In my classroom, this has become a very productive tool for my younger students

learning CVC words, words with digraphs, and words with r-blends. Elkonin Boxes give them

the opportunity to practice segmenting and blending various word types with the visual aid they

need to be successful. The most recent example of using this method is when we practiced

reading words with diagraphs. One challenging word was “which.” This word has three boxes, as

it has two diagraphs as well as a vowel. As we move on to CVCe words, I am hoping this

strategy will continue to be effective.

With my older students, I initially thought this method would not be beneficial, as I

thought they did not require the basic phonological awareness practice. However, I have learned

that this is a very useful method with larger words that have prefixes and suffixes as well. The

most recent example of utilizing the boxes with these students is when I introduced words with

welded sounds (e.g. -all, -an, -am, -unk, -ink, etc). Segmenting the phonemes when appropriate

has helped with both spelling and reading. I use Elkonin Boxes in conjunction with the Wilson

reading program (i.e. finger tapping) to help my students that have reading goals.
Application of Instructional Methods Davidson 10

Method 10: LiPS

The Lindamood (LiPS) strategies include supporting students in a multisensory manner

when phonological awareness instruction is needed. LiPS supports students who have poor

reading skills focus on oral-motor, visual, and auditory feedback. This helps students distinguish

phonemes with spoken language patterns. Specifically, students learn the physical movements

involved in producing speech sounds. These include the following: lip poppers, tip tappers,

scrapers, lip coolers, tongue coolers, skinny sounds, fat sounds, and fat-pushed sounds. The

unique names of these various movements support the learning of them as well.

I have used aspects of this method with one of my second grade students. This student is

currently being supported with many interventions, including the Phonic Reading Lessons. I find

that alone, this method is beneficial because students find it engaging. However, combined with

other programs, such as the Phonic Reading Lessons or Wilson reading program, is it very

productive. For example, this particular second grade student could not hear the difference

between /d/ and /g/ (e.g. the sounds in drain and giant). Now, he knows that d is a tip tapper and

g is a scraper. Another student in fourth grade has had challenges with the two lip popper sounds,

p and b. After identifying the different places of articulation and naming sounds with the LiPS

names, he is having more success with these sounds when reading aloud. I have found this

method to be effective in the way I have used it: coupled with other programs appropriate for

meeting my students’ goals.