CIM Example Spelling: Teaching How To Spell Applesupply 

CIM Example Spellingexample Teaching How To Spell Applesupply Questi


Develop two sample CIM (Chained Instructional Method) dialogues/scripts for each of the following subjects: Math (arithmetic and setup of problems), Reading (pronunciation and comprehension), and Spelling (two examples). Follow the structure provided in the CIM overview and examples. Additionally, generate approximately 2-4 sentences of solutions to the listed behavior problems, emphasizing positive behavioral techniques without punishment or reprimands. Read HW 1 – Helpful Tips for Tutoring before answering.


Sample Paper For Above instruction


Introduction


Chained Instructional Method (CIM) is an evidence-based teaching strategy that utilizes a structured sequence of steps—supply question, binary choice, model lead, imitation, and review—to systematically guide students toward mastery of skills. This method is especially effective for students who require explicit, step-by-step instruction to develop independence and confidence in academic tasks. The following discussion presents sample CIM dialogues across three subjects—math, reading, and spelling—highlighting how educators can implement this technique to enhance learning outcomes. Further, it addresses behavioral problems commonly encountered in classroom settings, offering positive solutions grounded in reinforcement and engagement strategies.


Math CIM Scripts


Arithmetic Example: Addition of double-digit numbers (36 + 54)


1. Supply Question: Show me how you would solve 36 + 54. 


2. Binary Choice: Do you start by adding 6 and 4 or 3 and 5? 


3. Model Lead: I start by adding 6 and 4, which gives me 10. I write the 0 and carry the 1. 


4. Imitation: Say, "add the ones, carry the one." 


5. Review: Now, tell me, what is 36 + 54? 


6. Binary Choice: Is the answer 90 or 100? 


7. Model Lead: The answer is 90.


Setting up a problem: Multiplication


1. Supply Question: Set up the problem 7 x 8. 


2. Binary Choice: Do you write 7 times 8 as 7 x 8 or 8 x 7? 


3. Model Lead: 7 times 8 is set up as 7 x 8. 


4. Imitation: Say, "seven times eight." 


5. Review: Now, how do you set it up? 


6. Binary Choice: Do you multiply 7 by 8 or 8 by 7? 


7. Model Lead: You multiply 7 by 8 to find the product.


Reading CIM Scripts


Pronunciation Example: Word "man"


    

  1. Supply Question: How do you say the word "man"?
    2. 

  2. Binary Choice: Do you say "man" or "men"?
    3. 

  3. Model Lead: The word "man" is pronounced /mæn/. Say: "man".
    4. 

  4. Imitation: Repeat after me: "man".
    5. 

  5. Review: How do you pronounce "man"? Answer: "man".
    6. 

  6. Binary Choice: Is "man" pronounced /mæn/ or /mɛːn/?
    7. 

  7. Model Lead: "man" is pronounced /mæn/.
    8. 



Comprehension Example: Meaning of "man"


1. Supply Question: What does the word "man" mean? 


2. Binary Choice: Is a "man" a boy or an adult male? 


3. Model Lead: A "man" is an adult male. 


4. Imitation: Say, "man means an adult male". 


5. Review: What does "man" mean? Answer: An adult male.


Spelling CIM Scripts


Spelling Apple


    

  1. Supply Question: How do you spell "apple"?
    2. 

  2. Binary Choice: Do you spell "apple" as a-p-p-l-e or a-p-l-e?
    3. 

  3. Model Lead: "Apple" is spelled a-p-p-l-e.
    4. 

  4. Imitation: Say the letters with me: a-p-p-l-e.
    5. 

  5. Review: How do you spell "apple"? Answer: a-p-p-l-e.
    6. 

  6. Binary Choice: Do you spell "apple" as a-p-p-l-e or a-p-l-e? 

    Answer: a-p-p-l-e.
    7. 

  7. Supply Question: How do you spell "apple"?
    8. 



Spelling Supply Word "Supply"


    

  1. Supply Question: How do you spell "supply"?
    2. 

  2. Binary Choice: Do you spell "supply" as s-u-p-p-l-y or s-u-p-l-y?
    3. 

  3. Model Lead: "Supply" is spelled s-u-p-p-l-y.
    4. 

  4. Imitation: Say the letters with me: s-u-p-p-l-y.
    5. 

  5. Review: How do you spell "supply"? Answer: s-u-p-p-l-y.
    6. 

  6. Binary Choice: Do you spell "supply" as s-u-p-p-l-y or s-u-p-l-y? 

    Answer: s-u-p-p-l-y.
    7. 

  7. Supply Question: How do you spell "supply"?
    8. 



Behavioral Problem Solutions


1. Student is distracted when others are not paying attention: To address this, reinforce individual attention by praising students who maintain focus. Use positive attention to redirect, for example, "Thank you for paying close attention, Sarah!"; avoid reprimands that may unintentionally reinforce distraction. Implement brief, engaging prompts to refocus attention periodically, such as asking quick questions related to the lesson content.


2. A student refuses to do their work: Employ motivational strategies such as offering small, achievable goals with immediate positive reinforcement. Use token systems where students earn points for attempting or completing parts of the task, and praise their effort regardless of accuracy. Break down the work into manageable steps to reduce frustration. Offer choices within tasks to increase autonomy.


3. Interrupting and talking over others: Establish clear, consistent classroom rules emphasizing respectful listening. Use positive reinforcement when students wait their turn—praise or reward students who raise their hand or wait patiently. Incorporate structured turn-taking activities. Redirect interrupting students gently, reminding them of the rules, and praise when they follow them.


4. Students not following along during reading: Engage students with interactive reading strategies, such as choral reading or calling on students randomly to read aloud, keeping them attentive. Pre-teach vocabulary and key ideas to build comprehension and interest. Use visual aids and gestures to reinforce understanding, and praise students who stay engaged.


5. Bored students waiting for others: Introduce short, stimulating activities like quick puzzles or brain teasers during downtime. Use praise to reinforce positive behaviors, e.g., "Great job staying quiet and listening!" Rotate through different engaging activities to maintain interest. Employ a system of earning privileges or tokens for exemplary patience and attention.


Conclusion


The CIM approach provides a systematic and positive framework for teaching academic skills and managing classroom behavior. By combining explicit modeling, guided practice, and reinforcement within a clear step-by-step process, educators can support students’ mastery and foster a positive learning environment. Incorporating creative behavioral solutions further ensures that students remain engaged and motivated, promoting overall success and classroom harmony.


References
  • Albert, R. (2010). Effective classroom management strategies. Journal of Educational Psychology, 102(3), 560-569.
  • Baum, C. C. (2015). Evidence-based teaching strategies: Promoting student success. Education Research Quarterly, 38(4), 10-17.
  • Cook, J. L., & Odom, S. L. (2013). Evidence-based practices in early childhood education. Paul H. Brookes Publishing.
  • Epstein, M. H., & Sharma, S. (2016). Teaching strategies for classroom management. Teaching Exceptional Children, 48(6), 330-338.
  • Guskey, T. R. (2014). Professional development and student achievement. Educational Leadership, 71(4), 36-41.
  • Marzano, R. J. (2007). The art and science of teaching. ASCD.
  • Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2008). Evidence-based practices in classroom management. Journal of Positive Behavior Interventions, 10(3), 162–171.
  • Wong, H. K., & Wong, R. T. (2009). The first days of school. Harry K. Wong Publications.
  • Zins, J. E., Weissberg, R. P., Wang, M. C., & Walberg, H. J. (2004). Building academic success on social and emotional learning. Teacher College Press.
  • Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2008). Evidence-based practices in classroom management. Journal of Positive Behavior Interventions, 10(3), 162–171.

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