Instructional Method 1: Glass Analysis

Identify the whole word and the letters and sound of the target cluster
Give the sound(s) and ask for the letter or letters
Give the letter or letters and ask for the sound(s)
Take away letters and ask for the remaining sound
Say the whole word

This can be a very successful method for various types of students. The interactivity of

this method is pretty important to me. In the classroom I am student teaching many of the student

hate sitting all day doing worksheets, so having something that is more interactive is very

important for them. I have seen the teacher in my class do this with students and the students

appeared to be very engaged with this activity. This has helped some of the student become

better at decoding words and some learn to decode words which the goal is to lead to them

becoming better at reading.

A modification is reminding students of what the goal is to work on that day or week,

what the target cluster is. So that they have a goal to look forward to working towards and an

idea of what will be in store for them. When working on a sound you can use words as examples

which helps the students. Once you have done all the steps of the Glass Analysis method you can

ask students what the target cluster or goal for the day was. Then even after you have moved

onto other goals or clusters you want to remind them of the previous ones youve done and

review them.

Instructional Method 2: Fernald

Select word and write it on a card.

Pronounce the word and have the student look at and say the word.
 Have the student pronounce the word while tracing as many times as needed so the word

can be written from memory.

Have the student write the word correctly 3 times and then file in a word bank.
Review periodically to ensure the student can read and spell the word with ease.

To help one of my students with reading and spelling CVC words. I took a list of words

she was struggling with and put them on a flash card. We worked through all the steps with about

four words on the list but some were more difficult for her and will require more work

throughout the semester. To make it more engaging and fun for the student I got her some neon

pink flashcards and once we mastered the word she was allowed to laminate them so she could

keep them for vocabulary practice.

I think that something I did which was a modification was make this more interactive and

a reward program. For this particular student she really likes rewards so having something that

she can work towards really benefited this student. Also letting her keep the words and practice

them about once or twice a month will really help her in remembering the word. Some of the

issue she struggles with is remembering word pronunciation or spelling so having it be

something that she practices and reviews will benefit her greatly.

Instructional Method 3: Spelling Flow List

Daily testing of a few words

Keep on list until word is spelled correctly 3 days in a row
Review weekly. If incorrect, add back to flow list.
Select words from students writing or a high frequency list.
 This can be very beneficial for students who struggle with memory since they have it

repeated until it is mastered. I think that this would help some of my students who struggle with

memory and has caused issues with them acquiring spelling. I really like that you continue to

review words and then if they get it incorrect it is added back on so they can work on it. I think

repetition helps all students even those who do not struggle with memory which is a reason I

really like the Spelling Flow List method.

I think a modification to this would be for the student to be able to have a list of the steps

and what the students they will be working on. I think that this would help students to be able to

see what they are working towards. In my experience students being able to see what they are

working towards and being able to have a visual goal is extremely beneficial for them. Several of

the students I am currently working with like having a visual schedule so I think having their

own list of the steps for this method and even having a list for them to be able to visually see

what they had to do.

Instructional Method 4: Tap it, Map it, and Zap it

Partners trade off being student and teacher.

Create a list of 5 to 10 words.
Play the game: Tap it, Map it and Zap it.

A few of my students are at kindergarten level for English which is when this is usually

pretty beneficial. I started with helping my student understand what the materials I had brought
 were for and how to appropriately use them. She really likes dinosaurs so I brought in a magnetic

chalkboard and some dinosaur magnets I made. I also brought an old U shaped magnet which

was stronger than the one on the board so I worked with her telling her after we map the word we

zap it with this magnet. I really worked on showing her examples and working with her since

bleeding is something she really struggles with. While we worked on this every other day for a

little over 2 weeks it was just something she did not pick up.

I think for this particular student although it didn't work to help her with learning more

words and working on blending she did have a lot of fun. So I think once we work more on

expanding her vocabulary we will be able to one day try this activity again. Even though it did

not work with my student I am still glad I put in the effort and worked with her on this activity it

helped me learn a lot about both making adaptations to activities for students and about her

academic level. I do like this activity and plan to use it with other students but in small groups. I

think that it really helps kids to think of it as a game and to help them want to do it, so they

essentially want to learn.

Instructional Method 5: Making words

Give each student 6-8 letters with one or two vowels.

Have each student make 2 then 3 letter words using the letters
Continue a pattern, increasing word length one letter during each step.
Example: it, sit, slit, split, splint
Practice morphemes: ed, ing, er

I feel that with my more advanced students who struggle with morphemes and how to

end words such as the morphemes listed this would benefit them. Since you are continually
 building from a beginning word I feel that they would be able to experiment a little with putting

letters in different spots then looking at the word then saying it to see if it makes sense. We do a

lot of sentence builders with some of the students who struggle and they have to cut out the

words, then lay them down, and once they lay them down in an order they think makes sense we

read it together. After which I ask them Did that make sense? and then I tell them to read it one

more time, if they dont think it does we talk about what would make more sense. SO I think

when they do Making Words method they can experiment a littler try to continue the pattern and

make actual words.

An adaptation I would do is making it a game. I work with a young man who would

benefit from this activity and loves games. So I think turning it into some type of game whether

we see how many words he get to from on two letter word or if we have him set a timer and see

how long of a word he can make before the timer goes off. I think this adaptation would work

well with students who like to play games or are competitive since it will make the learning fun.

I do not think it should always be a game, so maybe that should be a reward since I feel if it is

always a game he will not get as much out of it for learning new words or more about spelling.

Instructional Method 6: Phoneme-Grapheme Mapping

Begin with regular words where the number of phonemes equals the number of graphemes
Introduce blends
Introduce digraphs (written in one box)
Introduce silent letters (e.g., v-c-e, mb)
Introduce vowel digraphs (e.g. oa, ee)

Students need to able to identify phonemes (number of sounds in a word) and the

graphemes (letter or letters which represent each sound). The student being able to map the

grapheme and phonemes moves them from one area to the next, from phoneme awareness to

phonics. Working as a whole group with students who are ready for this would be best, so that it
 is modeled for them. They have graph and use chips as they segment the words they are working

on. For kids at this level this would be beneficial for helping them when they come across a new

word so that they know how to segment the word to be able to pronounce it.

I think an adaptation I would make is having a giant graph where students can come up

and use giant magnets to put tiles when segmenting words as a whole group. Since I think that it

helps the students to work it out together. I believe that getting feedback from their peers helps

them to better retain the information.

Instructional Method 7: Collaborative Strategic Reading

Students preview the entire passage before they read each section.
Students click and clunk while reading each section of the passage.
Students learn to "get the gist" by identifying the most important idea in a section of text
Students learn to wrap up by formulating questions and answers about what they have learned

and by reviewing key ideas.

The Collaborative Strategic Reading method helps improve comprehension. The students

work together and are paired or grouped together. The students start with previewing, by

brainstorming and reviewing the whole text that they will be working with. Then they during the

reading the students should be using click and clunk (use fix-up strategies and self-monitor), also

while reading the students will be using get the gist (figuring out the main idea and put into

their own words). Finally, they would do a little wrap up once they finish reading where they ask

and answer questions from what was in the text. This method is supposed to be good in a mixed
 ability classroom which is something I really want to try in the classroom I am currently in since

all the students I would with are at different levels of ability.

An adaptation would be that we would have to probably for some of the student read the

text more than once to help them with comprehension. We have done something similar to this

before but the students with poor comprehension still struggle comprehending even with this. So

I think having the students in groups and those who need help with comprehension can reread the

passage however many times they need to for them to get what the text says.

Instructional Method 8: Kerrigans Method

The student writes a short, simple, declarative sentence that makes one statement, one about

which something else can be written.

The student then writes three sentences about the whole of the first sentence.
The student then writes four or five sentences about each of these three sentences.
The student checks that the sentences in step three are as concrete and specific as possible, and

include details and examples.

The student checks that all the sentences used to begin other paragraphs refer back to the idea of

the preceding paragraph.

The student checks that all the sentences make reference to and are connected by the initial

sentence.

I think the Kerrigan method is really a great method for students learning to put together

paragraphs. I have one student that this would be really great for since we are having him

currently master creating a web, once he has mastered it this Method would be a great resource

to help me in using the web to create sentences. Then eventually he would be able to do it on his

own without the need of a web. This is a good method for students to be able to follow in helping
them create paragraphs that all are within the same subject. Especially since this leads them into

not only making one paragraph but more than one paragraph.

I like that there are many check in this process for the student to be sure they are headed

in the right direction. I think I would make an adaptation for my particular student is creating a

checklist of the steps so he can follow along. I think that this would help him in staying on task

and to be able to know what he is working on. Allowing him to look at the steps lets him

visualize what he is doing and what the end goal is for this method.

Instructional Method 9: Repeated Reading

Timed repeated readings should be done using passages at an independent reading level.

3-4 re-readings of the same text. The student reads for 1 minute. The teacher counts the number

of words read correctly in one minute. The student reads the same passage for 1 minute multiple

times (3-5). The teacher counts how many words the student read in 1 minute. Words correct per

minute. Choose a passage. Time the student when they are reading passages.

I have done timed repeated readings with students before. I think that you gain a lot of

information on how well a student is reading and what they are retaining from the reading. Such

as one student I did a reading with, she read it three times and she struggled with words. For

example the first time she read it she knew the words there and seven but the second time she

read it she didnt remember either of those words plus more. Once she finished reading we

wanted to check the comprehension so she was supposed to draw a picture of the text. The text

was about the day of the weeks and how there is no school on Saturday and Sunday. However,

the picture she drew was of a cat. So I can see the effect of her reading on comprehension. The

text we did was not very good for her in particular since she missed words on every time and

they were always different words then the times before.

 An adaptation I would make is to have a chart for the student to chart or color how many

times she did the reading. Since it would benefit her to keep track of how many times she read

the text. She sometimes gets distracted trying to remember how many more times she has to read

the text. It would also help her to see how well she does on these text and charting it since it

would be a representation of how she is improving.

Instructional Method 10: Elkonin Boxes

This method, Elkonin Boxes, is used to help students practice their phonemic

segmentation. For this method there is a series of boxes, each one represents a phoneme in a

word. The students are given a material such as tiles or coins that fit within the boxes. Depending

on how the word is pronounced students are expected to segment the words by phonemes. The

student needs to push tiles into each box that stands for each of the phonemes within the words.

Dependent on the student's ability to write letters the student can write the letters of the word in

each of the boxes.

Elkonin Boxes was successful because it can was very adaptive. I was able to add to

make longer words with my student. The words had several graphemes representing one

phoneme which was somewhat difficult for him since there was no pictures. This was fun for my

students since he was able to use his hands to practice and see the relationship between

phonemes and graphemes. The student was able to make connections between the phonemic and

written parts of words.

This method can be adapted to ask student to place tiles in boxes dependent on what they

needed to work on specifically. Depending on where the student is in their understanding of

phonology which includes segmenting words. The student can then place the tile where they hear

various aspects in the word, for example if they struggle with vowels they can put the tile when

they think they hear a vowel.