01:00:02:05	01:00:03:08	>> How do students use
01:00:03:08	01:00:04:07	evaluating to get into
01:00:04:07	01:00:05:07	the book?
01:00:05:07	01:00:06:12	Let's get Behind the Lesson
01:00:06:12	01:00:07:20	and see how teachers
01:00:07:20	01:00:09:24	make this happen.
01:00:09:24	01:00:11:11	>> We're keeping a reading log
01:00:11:11	01:00:12:24	so we know everything we read.
01:00:12:24	01:00:14:04	Jeff, the last one?
01:00:14:04	01:00:15:09	>> Write a reading response
01:00:15:09	01:00:17:01	every week.
01:00:17:01	01:00:18:00	>> Any questions about
01:00:18:00	01:00:21:04	the expectations today?
01:00:21:04	01:00:22:05	And I'm going to meet with
01:00:22:05	01:00:23:08	the reading group today,
01:00:23:08	01:00:24:14	with Rosie and Dumari,
01:00:24:14	01:00:26:23	and Ariana and Josh.
01:00:26:23	01:00:28:12	I want us to start by thinking
01:00:28:12	01:00:30:10	about some prior knowledge, some
01:00:30:10	01:00:31:27	things that we already know.
01:00:31:27	01:00:33:01	I want you to think about
01:00:33:01	01:00:34:21	when Clyde Clark came to visit.
01:00:34:21	01:00:36:13	What were some of those
01:00:36:13	01:00:37:20	inventions from the past?
01:00:37:20	01:00:38:24	Those inventions that were
01:00:38:24	01:00:40:01	invented by African American
01:00:40:01	01:00:41:17	people.
01:00:41:17	01:00:43:02	What do you remember Dumari?
01:00:43:02	01:00:44:24	>> The grease.
01:00:44:24	01:00:46:04	>> The hair grease,
01:00:46:04	01:00:47:26	wasn't that cool?
01:00:47:26	01:00:48:25	Josh, do you remember
01:00:48:25	01:00:50:05	an invention from the past?
01:00:50:05	01:00:51:22	>> The gas mask.
01:00:51:22	01:00:53:05	>> The gas mask, yeah.
01:00:53:05	01:00:54:21	Those were some cool inventions
01:00:54:21	01:00:56:01	from the past.
01:00:56:01	01:00:57:21	"Time for Kids" has a special
01:00:57:21	01:00:58:26	issue that we're going to
01:00:58:26	01:01:00:11	look at today, that's about
01:01:00:11	01:01:02:22	inventions from right now,
01:01:02:22	01:01:04:05	from today.
01:01:04:05	01:01:05:09	>> Let's talk a little bit
01:01:05:09	01:01:06:11	about the lesson today.
01:01:06:11	01:01:07:26	What was your primary objective?
01:01:07:26	01:01:09:12	>> We've just newly learned
01:01:09:12	01:01:10:28	the strategy of evaluating.
01:01:10:28	01:01:12:03	It was just to kind of continue
01:01:12:03	01:01:13:21	practicing using that strategy
01:01:13:21	01:01:15:16	to get that language out there,
01:01:15:16	01:01:17:12	of criteria, and evaluating.
01:01:17:12	01:01:18:21	To get them to understand
01:01:18:21	01:01:19:27	what that strategy means,
01:01:19:27	01:01:21:08	what kind of thinking that is
01:01:21:08	01:01:22:19	when they're evaluating.
01:01:22:19	01:01:23:29	Here we have these brand new
01:01:23:29	01:01:26:11	inventions that "Time for Kids"
01:01:26:11	01:01:27:24	thinks the kids are going to
01:01:27:24	01:01:30:01	think are pretty cool.
01:01:30:01	01:01:31:14	We're going to evaluate these
01:01:31:14	01:01:32:21	inventions and we're going
01:01:32:21	01:01:34:06	to decide if you think
01:01:34:06	01:01:36:02	they're pretty cool.
01:01:36:02	01:01:37:17	We're going to use criteria
01:01:37:17	01:01:39:15	to do that.
01:01:39:15	01:01:41:15	Now these are some of the ideas
01:01:41:15	01:01:43:05	that you came up with,
01:01:43:05	01:01:46:10	and I added a couple of my own.
01:01:46:10	01:01:47:21	You told me if an invention
01:01:47:21	01:01:49:11	is a cool invention,
01:01:49:11	01:01:51:10	it's a robot.
01:01:51:10	01:01:52:27	Kids think it's a cool invention
01:01:52:27	01:01:54:22	if you can buy it,
01:01:54:22	01:01:55:29	if you can afford to buy it.
01:01:55:29	01:01:57:02	They think it's cool
01:01:57:02	01:01:58:05	if it makes life easier,
01:01:58:05	01:01:59:09	or you guys think it's cool
01:01:59:09	01:02:00:19	if it makes life easier.
01:02:00:19	01:02:01:27	If it's fun to use.
01:02:01:27	01:02:03:06	And you think it's cool
01:02:03:06	01:02:04:09	if it's a toy.
01:02:04:09	01:02:05:15	So you sort of evaluated.
01:02:05:15	01:02:06:24	You thought of some criteria
01:02:06:24	01:02:08:02	for what would make
01:02:08:02	01:02:09:26	a cool invention.
01:02:09:26	01:02:12:01	Today, we're going to take
01:02:12:01	01:02:14:27	a closer look at this issue
01:02:14:27	01:02:17:11	of "Time for Kids," which is
01:02:17:11	01:02:20:02	focused all on cool inventions
01:02:20:02	01:02:21:26	of 2005.
01:02:21:26	01:02:23:05	You can really go through this
01:02:23:05	01:02:24:21	in any order that you like.
01:02:24:21	01:02:25:29	While you're going through it,
01:02:25:29	01:02:27:09	I'd like you to make sure that
01:02:27:09	01:02:29:18	you read about each invention,
01:02:29:18	01:02:30:25	and think about
01:02:30:25	01:02:32:25	what is the invention called
01:02:32:25	01:02:34:16	and what is it that it does.
01:02:34:16	01:02:35:21	I want you to notice
01:02:35:21	01:02:37:07	the bold red print, because
01:02:37:07	01:02:38:17	that's going to help you find
01:02:38:17	01:02:40:18	the name of the invention.
01:02:40:18	01:02:42:05	>> "It can also provide
01:02:42:05	01:02:43:24	clean drinking water
01:02:43:24	01:02:47:04	for survivors of hurricanes
01:02:47:04	01:02:50:08	or other disasters."
01:02:50:08	01:02:51:10	>> Tell me, what's the name
01:02:51:10	01:02:52:12	of that invention?
01:02:52:12	01:02:53:13	>> LifeStraw.
01:02:53:13	01:02:54:18	>> And what does it do?
01:02:54:18	01:02:55:21	>> It helps you
01:02:55:21	01:02:57:18	from getting sick.
01:02:57:18	01:02:59:03	It helps you from getting sick.
01:02:59:03	01:03:00:08	>> How does it help you
01:03:00:08	01:03:01:19	from getting sick?
01:03:01:19	01:03:03:19	>> The straw uses seven types
01:03:03:19	01:03:06:03	of filters to clean dirty water.
01:03:06:03	01:03:07:17	>> So they're cleaning the dirty
01:03:07:17	01:03:08:25	water, and then you can drink
01:03:08:25	01:03:10:27	the water that used to be dirty
01:03:10:27	01:03:12:22	and is now clean.
01:03:12:22	01:03:15:01	What do you think about that?
01:03:15:01	01:03:16:25	>> It's cool.
01:03:16:25	01:03:17:29	>> You also dropped in
01:03:17:29	01:03:19:04	on all your kids.
01:03:19:04	01:03:20:11	You listened to each one of them
01:03:20:11	01:03:21:26	read orally for a few minutes.
01:03:21:26	01:03:23:05	Tell us what you're doing there.
01:03:23:05	01:03:24:15	>> I'm doing a running record.
01:03:24:15	01:03:26:05	I'm just looking for what words
01:03:26:05	01:03:28:00	they can read, whether they're
01:03:28:00	01:03:30:11	paying attention to punctuation,
01:03:30:11	01:03:32:00	whether they're reading
01:03:32:00	01:03:33:08	fluently.
01:03:33:08	01:03:34:17	If I notice they miss four
01:03:34:17	01:03:36:22	or five words, I want to
01:03:36:22	01:03:37:29	make sure to have a discussion
01:03:37:29	01:03:39:05	and see whether they understood
01:03:39:05	01:03:40:14	the gist anyway,
01:03:40:14	01:03:41:19	whether they need more support
01:03:41:19	01:03:43:07	with that section.
01:03:43:07	01:03:44:20	I showed you something like this
01:03:44:20	01:03:45:28	when we made the criteria
01:03:45:28	01:03:47:16	for what makes a good book.
01:03:47:16	01:03:49:05	Do you remember that?
01:03:49:05	01:03:50:15	Well, this is criteria
01:03:50:15	01:03:53:07	for what makes a cool invention.
01:03:53:07	01:03:54:11	Now most reading programs
01:03:54:11	01:03:55:16	are sort of driven by things
01:03:55:16	01:03:56:22	in book format, but you
01:03:56:22	01:03:58:01	deliberately chose what I would
01:03:58:01	01:03:59:18	call an alternative text.
01:03:59:18	01:04:00:24	>> I chose the "New Scoop"
01:04:00:24	01:04:02:11	edition of "Time for Kids,"
01:04:02:11	01:04:03:18	which is geared towards
01:04:03:18	01:04:04:25	second and third grade
01:04:04:25	01:04:06:08	reading levels.
01:04:06:08	01:04:07:28	I chose that intentionally,
01:04:07:28	01:04:09:05	because it's a little below
01:04:09:05	01:04:10:28	most of their reading levels.
01:04:10:28	01:04:12:10	I wanted them to be focusing
01:04:12:10	01:04:13:28	on the strategy use and not
01:04:13:28	01:04:16:27	the decoding of the reading.
01:04:16:27	01:04:18:21	I chose "Time for Kids"
01:04:18:21	01:04:19:27	specifically because kids
01:04:19:27	01:04:21:04	really enjoy it.
01:04:21:04	01:04:22:16	When the new issue comes,
01:04:22:16	01:04:23:28	they're just really excited.
01:04:23:28	01:04:25:02	I think it's important for kids
01:04:25:02	01:04:26:04	to stay on top of
01:04:26:04	01:04:27:09	current events.
01:04:27:09	01:04:28:20	And it's a way to do it that
01:04:28:20	01:04:29:23	I think is a little more
01:04:29:23	01:04:31:00	engaging than the newspaper
01:04:31:00	01:04:32:11	and a little more accessible.
01:04:32:11	01:04:33:12	Is it a toy?
01:04:33:12	01:04:34:23	>> No.
01:04:34:23	01:04:35:25	>> Let's evaluate
01:04:35:25	01:04:36:29	the LandRollers.
01:04:36:29	01:04:38:12	Is it transportation?
01:04:38:12	01:04:40:15	>> Yeah!
01:04:40:15	01:04:41:23	>> Are they affordable?
01:04:41:23	01:04:42:18	>> No.
01:04:42:18	01:04:43:15	>> Yes.
01:04:43:15	01:04:44:11	>> No.
01:04:44:11	01:04:45:14	>> If you have enough money.
01:04:45:14	01:04:46:26	>> What do we know about
01:04:46:26	01:04:48:21	whether they're affordable?
01:04:48:21	01:04:49:20	What do we know about
01:04:49:20	01:04:50:24	how much they cost?
01:04:50:24	01:04:52:23	>> Two hundred forty-nine bucks,
01:04:52:23	01:04:54:20	plus tax, I think.
01:04:54:20	01:04:56:14	>> Three hundred dollars.
01:04:56:14	01:04:57:16	>> So I hear you saying it
01:04:57:16	01:04:58:21	kind of depends on who you are
01:04:58:21	01:04:59:20	whether or not
01:04:59:20	01:05:00:26	you can afford it.
01:05:00:26	01:05:01:25	People might answer
01:05:01:25	01:05:02:26	that question differently.
01:05:02:26	01:05:03:29	How would you like us
01:05:03:29	01:05:05:21	to answer it today?
01:05:05:21	01:05:06:24	Is that affordable?
01:05:06:24	01:05:08:04	>> Yes.
01:05:08:04	01:05:09:16	>> Do LandRollers
01:05:09:16	01:05:11:06	make life easier?
01:05:11:06	01:05:12:28	>> Yes, because they help you
01:05:12:28	01:05:15:19	not trip on the sidewalk
01:05:15:19	01:05:18:02	with the cracks.
01:05:18:02	01:05:19:03	>> Okay, I like how you
01:05:19:03	01:05:20:12	went right back to the text
01:05:20:12	01:05:21:23	to look for that detail.
01:05:21:23	01:05:23:22	Does it make life safer?
01:05:23:22	01:05:25:00	>> Yes, because you won't
01:05:25:00	01:05:26:15	get your knee and stuff
01:05:26:15	01:05:29:02	all busted up.
01:05:29:02	01:05:30:13	>> Is it fun to have and use?
01:05:30:13	01:05:31:18	>> Yeah.
01:05:31:18	01:05:32:20	>> Dang!
01:05:32:20	01:05:33:22	>> Look at that, we really
01:05:33:22	01:05:34:25	thought that pretty cool.
01:05:34:25	01:05:36:04	>> That almost, like, won!
01:05:36:04	01:05:37:09	>> What's Nuvo?
01:05:37:09	01:05:39:12	>> Nuvo can dance
01:05:39:12	01:05:42:03	and play music and shake hands.
01:05:42:03	01:05:43:11	>> Yeah, I think that's
01:05:43:11	01:05:44:25	a beautiful summary.
01:05:44:25	01:05:45:29	He can dance and shake hands
01:05:45:29	01:05:47:17	and play music.
01:05:47:17	01:05:48:20	Well, there's more details,
01:05:48:20	01:05:50:04	but he gave us a nice summary.
01:05:50:04	01:05:51:13	>> I think what was interesting
01:05:51:13	01:05:52:22	was it was a guided reading
01:05:52:22	01:05:54:00	lesson, but all the focus wasn't
01:05:54:00	01:05:55:17	on oral reading and word level.
01:05:55:17	01:05:56:26	There was a lot of attention
01:05:56:26	01:05:58:12	to comprehension strategy.
01:05:58:12	01:05:59:16	How important is that
01:05:59:16	01:06:00:29	for third graders?
01:06:00:29	01:06:03:04	>> I think it's very important.
01:06:03:04	01:06:04:11	I think it's that year
01:06:04:11	01:06:05:15	you hear people say a lot,
01:06:05:15	01:06:06:28	you go from learning to read,
01:06:06:28	01:06:08:21	to reading to learn.
01:06:08:21	01:06:10:15	Most of my kids have got
01:06:10:15	01:06:12:09	the phonetic abilities down
01:06:12:09	01:06:13:23	and so I'm just trying to
01:06:13:23	01:06:15:28	build fluency and understanding.
01:06:15:28	01:06:16:26	I want you to take it
01:06:16:26	01:06:17:29	a step further.
01:06:17:29	01:06:19:10	Close your magazine
01:06:19:10	01:06:22:28	and look at the cover.
01:06:22:28	01:06:25:07	What I want you to think about
01:06:25:07	01:06:28:01	is this magazine,
01:06:28:01	01:06:29:17	this "Time for Kids,"
01:06:29:17	01:06:33:01	the coolest inventions of 2005.
01:06:33:01	01:06:34:26	Overall, as a whole magazine,
01:06:34:26	01:06:36:10	how do you think they did
01:06:36:10	01:06:37:28	in choosing inventions
01:06:37:28	01:06:39:16	that were cool?
01:06:39:16	01:06:40:27	Do you think that
01:06:40:27	01:06:43:11	"Time for Kids" did a good job
01:06:43:11	01:06:45:13	in making this magazine?
01:06:45:13	01:06:47:05	What do you think they did well?
01:06:47:05	01:06:48:15	Or, do you think there were
01:06:48:15	01:06:49:19	some things they could have
01:06:49:19	01:06:51:03	done better?
01:06:51:03	01:06:52:04	>> They could have done
01:06:52:04	01:06:53:20	the prices on every single one.
01:06:53:20	01:06:55:03	>> Dumari's saying it would have
01:06:55:03	01:06:56:09	been nice if the magazine
01:06:56:09	01:06:57:14	had included the price
01:06:57:14	01:06:58:25	of every invention.
01:06:58:25	01:06:59:27	>> Yeah.
01:06:59:27	01:07:01:07	>> Why don't you think about
01:07:01:07	01:07:02:13	something we talked about
01:07:02:13	01:07:03:16	at the beginning.
01:07:03:16	01:07:04:21	When Clyde Clark came, and
01:07:04:21	01:07:05:23	he shared all those inventions
01:07:05:23	01:07:06:27	with us, did he talk about
01:07:06:27	01:07:08:05	who had invented all of those
01:07:08:05	01:07:09:07	things, and that all
01:07:09:07	01:07:10:10	of those things had been
01:07:10:10	01:07:11:17	invented by African Americans?
01:07:11:17	01:07:12:17	>> Yes.
01:07:12:17	01:07:13:19	>> Do you think it would be
01:07:13:19	01:07:14:26	interesting to know information
01:07:14:26	01:07:15:26	about who made
01:07:15:26	01:07:17:20	these inventions here?
01:07:17:20	01:07:20:00	Why would that be interesting?
01:07:20:00	01:07:21:25	>> Because, if you know who the
01:07:21:25	01:07:24:04	person was, then you would say--
01:07:24:04	01:07:26:17	or if it was your friend, or
01:07:26:17	01:07:28:09	something, then you could ask
01:07:28:09	01:07:30:04	them, "How do you make those?"
01:07:30:04	01:07:31:04	And they'll teach you
01:07:31:04	01:07:32:04	how to make them.
01:07:32:04	01:07:33:06	Then you'll learn,
01:07:33:06	01:07:34:21	and you'll become popular
01:07:34:21	01:07:37:23	of becoming to make something.
01:07:37:23	01:07:39:01	>> Okay.
01:07:39:01	01:07:40:07	>> Working with a small group
01:07:40:07	01:07:41:27	was effective, because
01:07:41:27	01:07:44:02	your other kids are so well
01:07:44:02	01:07:46:05	engaged independently.
01:07:46:05	01:07:47:11	Can you talk a little bit
01:07:47:11	01:07:48:24	about how you lay a foundation
01:07:48:24	01:07:49:27	for that independence,
01:07:49:27	01:07:51:00	that self regulation.
01:07:51:00	01:07:53:07	What do you do to foster that?
01:07:53:07	01:07:54:13	>> We do some modeling of it
01:07:54:13	01:07:55:29	with fishbowl modeling.
01:07:55:29	01:07:57:03	You know, where I'd have
01:07:57:03	01:07:58:04	a couple kids come up
01:07:58:04	01:07:59:18	and I use a timer, and we'd
01:07:59:18	01:08:01:03	kind of watch.
01:08:01:03	01:08:02:06	What does it look like when
01:08:02:06	01:08:03:13	somebody reads uninterrupted
01:08:03:13	01:08:04:22	for five minutes?
01:08:04:22	01:08:06:06	Then we just keep adding time.
01:08:06:06	01:08:07:15	Then, we try it.
01:08:07:15	01:08:09:08	Then we talk about what to do
01:08:09:08	01:08:11:05	so you can sustain it.
01:08:11:05	01:08:12:25	I want you to think
01:08:12:25	01:08:14:14	like inventors and think about
01:08:14:14	01:08:17:27	the future.
01:08:17:27	01:08:19:11	This is just a prompt that
01:08:19:11	01:08:20:18	you're going to take with you
01:08:20:18	01:08:21:20	for writing.
01:08:21:20	01:08:22:29	I want you to think about
01:08:22:29	01:08:24:22	how you would look at some
01:08:24:22	01:08:26:29	really common inventions
01:08:26:29	01:08:28:19	that we use every day,
01:08:28:19	01:08:30:16	and how you could evaluate these
01:08:30:16	01:08:31:29	and decide how you could
01:08:31:29	01:08:33:11	make them better.
01:08:33:11	01:08:34:24	Inventors look at something
01:08:34:24	01:08:36:24	and they use criteria.
01:08:36:24	01:08:37:24	And they evaluate it,
01:08:37:24	01:08:39:00	and they think about what's good
01:08:39:00	01:08:40:07	and what could be better
01:08:40:07	01:08:42:10	and how they could change it.
01:08:42:10	01:08:43:08	You're going to be
01:08:43:08	01:08:44:09	the future generation.
01:08:44:09	01:08:45:11	I'm really looking forward
01:08:45:11	01:08:46:24	to what you are going to use
01:08:46:24	01:08:48:04	your critical thinking skills
01:08:48:04	01:08:50:07	to invent.
01:08:50:07	01:08:51:16	>> How would you follow up
01:08:51:16	01:08:53:01	what you did today?
01:08:53:01	01:08:54:12	What do you see as the next step
01:08:54:12	01:08:56:07	for the students that
01:08:56:07	01:08:57:20	you were working with, or
01:08:57:20	01:08:59:25	for the strategy of evaluation?
01:08:59:25	01:09:00:28	>> I'm still not sure they were
01:09:00:28	01:09:02:12	understanding the idea
01:09:02:12	01:09:03:18	of actually evaluating
01:09:03:18	01:09:04:27	the "Time for Kids"
01:09:04:27	01:09:06:22	as a magazine.
01:09:06:22	01:09:07:25	You now, they kept going
01:09:07:25	01:09:08:28	on this tangent of wanting
01:09:08:28	01:09:10:02	to talk about
01:09:10:02	01:09:11:14	the actual inventions.
01:09:11:14	01:09:12:23	So, maybe find some texts
01:09:12:23	01:09:14:09	that were similar and just
01:09:14:09	01:09:16:01	sort of repeat the process.
01:09:16:01	01:09:17:11	I guess, look for texts that
01:09:17:11	01:09:19:01	would lend themselves towards
01:09:19:01	01:09:22:05	similar type discussions.
01:09:22:05	01:09:23:21	>> Let me just say, as somebody
01:09:23:21	01:09:24:27	who's really watched
01:09:24:27	01:09:26:13	guided reading in a lot
01:09:26:13	01:09:27:17	of classrooms,
01:09:27:17	01:09:28:20	it's very interesting to see
01:09:28:20	01:09:29:24	how you handled this kind
01:09:29:24	01:09:31:02	of a lesson with alternative
01:09:31:02	01:09:32:23	text and third graders.
01:09:32:23	01:09:33:25	Very interesting.
01:09:33:25	01:09:34:25	Thank you.
01:09:34:25	01:09:36:09	>> Thank you.