ENTRY #11

Technique # Techniques for Addressing Decoding Errors

Description: This technique is described as one to help students understand how to
self correct. Students have adjusted to using strict methods to help them solve
various problems and work on different content. While working it out they are able
to notice their own mistakes. They teacher encourages them to try a different
problem solving method and to understand the problem.
Observation/Implementation: During my clinical I used this teaching strategy
several times. When teaching a number talk and a math lesson I encouraged
students to problem solve and understand their errors. Students would be able to
solve the problem and if making an error they would re-solve the problem on their
white board. I tried to encourage all the students when they were working so they
would feel comfortable sharing their problems.

Technique # Fluency
Description: Fluency is reading with meaning that is done audible. Fluency helps
students with their reading comprehension and enhances the ability to be a strong
reader. This technique encourages students to be good readers and enjoy reading.
Asking students to put emphasis on words and to break down descriptive words can
not only build their reading skills but their writing skills as well.
Observation/Implementation: During my time at Cornerstone my teacher used this
technique during her reading lesson. While reading she would model how to
appropriately read with variations in her voice and also took time to break down
vocabulary. She would show students various words and used skills they already
knew about prefixes and suffixes to help them understand the word. I think using
techniques and building on the students knowledge helped them perform well in
reading and enjoy reading.
ENTRY #12
Technique # Better Connections
Description: Making connections to the text while students read improve their
comprehension skills. Students are thought to make connections related to the text,
self, and world. This is a skill set that helps students understand the depths
between the literature they read and other aspects of their lives. Encouraging
thinking while students read help them become active readers. This technique
discusses this aspect very well and the importance of teaching students this skill
set.

Observation/Implementation: During clinical I was able to teach a mini-lesson on

this concept. Students had been working on this skill but my classroom teacher
wanted them to become too more fluent with making connections. In order to do so
we read a book and broke down various connections together. With prompting
students were able to think of various connections, especially text-to-self and textto-world connections. I noticed that while working with the students when they were
taking their time to truly understand the text they were able to understand what
they were reading much easier than before.

Technique # Evidence-based questioning

Description: This technique teaches teachers to ask students questions that are
related to the text to encourage students thinking and thought development. These
questions ask the students about the text they have read. Students are asked to
repeat where they discovered their answer and to think about the text in their
response. The teacher also encourages whole group discussion so students are able
to add on to each others ideas.
Observation/Implementation: I saw this technique used greatly in my clinical
classroom and I also had the opportunity to implement this technique as well. The
teacher would lead discussions when reading several different books to the
students. While the students were reading she would pause and ask the students
various questions related to the text. When asking the students questions she would
ask them how they came to the answer and where they found the answer in the
book. Students became use to this technique and started to answer all the
questions in reference to the book. It was great seeing the students refer to the text
and understand the expectations that were set.

ENTRY #13
Technique # Picturing
Description: The Picturing strategy reminded me of visualization. This strategy
works to encourage teachers to teach students how to picture what they are
reading. Having students have an emotional response to the reading allows them to
picture what it is they are reading. Picturing helps student paint a mental image of
what it is the author is trying to convey.
Observation/Implementation: For my observation teacher lesson I thought a lesson
on visualization. The students have not had the opportunity to work with this
strategy much this year so it was important for them to have the opportunity to
learn how exactly to visualize. The book discusses having students actually draw a
picture related to the text, which is exactly what I had them do. The students at the

end of the lesson had the opportunity to complete a sketch to stretch. This was their
first time doing one of these, but they performed very well and really enjoyed it.
This strategy I believe is very important to students comprehending reading.

Technique # Summarizing
Description:
Observation/Implementation: Summarizing was one of the main topics that my
teacher covered during my time at Cornerstone. We discussed this concept almost
every day during the reading time. Paraphrasing was one of the concepts that
students were working on understanding the most and needed the most guidance
in. Students worked on these skills by referring back to the text and summarizing.

ENTRY #14
Technique # Figuring out and Inferring
Description: What I understood from the author when reading this strategy was to
cover a general basis of all reading comprehension strategies. It teaches teachers
how to teacher higher order thinking, understanding, and application to the text. All
students need these skills in order to progress to higher-level learning. Each skill set
builds on another and helps students build their reading skills. Using the techniques
we have been learning about strengthen readers.
Observation/Implementation: Throughout this process of being in clinicals and being
in this block I have learned many great strategies that have helped me teach
students to become greater readers. I have seen in both of my clinical placement
great strategies used to help increase students reading skills and comprehension
abilities. I have also been able to see the difference in students who have always
been taught good-reading strategies verses the ones who have not. Seeing the
difference between the two has been very interesting and has given me a better
depth of how students show learn.

Technique # Wondering
Description: This technique discusses the importance of students asking questions
while reading. Students who develop a sense of asking questions while reading are
paying close attention to the text. The author describes the wondering as a good
thing and that more students should wonder. It is important for the teacher to allow
students to discuss what it is that they are wondering and direct them in a positive
manner.

Observation/Implementation: Wondering was a skill that I worked with a small group

on. I wanted students to understand what they were reading. When students
wonder about the book I believe that it means they are excited about the book or
literature they are reading. The students I worked with in a small group started
building the skill to ask appropriate questions while they read, and became very
interested in their readings. I would especially see this when they read their own
books.

ENTRY #15
Technique # Standard-Aligned Questions
Description: The author discusses the importance of state standards and including
them in questioning. Making sure that the questions reflect the standard helps
students understand the content they have being taught. It is important for
teachers to understand the importance in guiding students through questions that
reflect the standard.
Observation/Implementation: During both of my clinical placements I ensured that
my lessons were tied to state standards. In order to know that the students
understood the content I was teaching I asked various questions and helped
students make connections to the content I was teaching. By using formative
assessment I knew if students needed extra guidance in order to do master the
standard.

Technique # Keep Durations unpredictable

Description: The author discusses the importance of having students read but not
always explaining to the student how long they are required to read. Students will
read just for the purpose of saying they are doing what the teacher says but will
rush through the reading with a lack of understanding. Teachers shouldnt always
read with knowing how long they should read but should read until the teacher
allows them to stop. Allowing students to read text that is enjoyable for them may
also help them enjoy and comprehend the reading better.
Observation/Implementation: In my last clinical placement the teacher used this
technique. Students were expected to read various times throughout the day and
sometimes should would set a timer for them to know how long to read for while
other times they were expected to read their own literature without being given a
certain expectation, regarding the length they must read. Some students struggled
with this concept because of the lacked the desire to read. I think it was good for
students to be pushed to read.