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.