01:00:01:22	01:00:02:29	>> How do students use inferring
01:00:02:29	01:00:04:12	to get into the book?
01:00:04:12	01:00:05:24	Let's go Behind the Lesson
01:00:05:24	01:00:07:05	and see how teachers
01:00:07:05	01:00:09:08	make this happen.
01:00:09:08	01:00:11:09	>> I want you to take a look
01:00:11:09	01:00:12:23	at me, because you don't really
01:00:12:23	01:00:13:27	know who I am.
01:00:13:27	01:00:15:02	But I'm giving you some
01:00:15:02	01:00:16:11	"right there" clues.
01:00:16:11	01:00:17:19	So, one of the things that's
01:00:17:19	01:00:19:18	really noticeable about me,
01:00:19:18	01:00:20:22	especially if you look
01:00:20:22	01:00:22:17	right up around here
01:00:22:17	01:00:25:26	is that I have glasses.
01:00:25:26	01:00:27:07	So, let's all write that word
01:00:27:07	01:00:28:18	in box number one
01:00:28:18	01:00:30:16	on the "right there" side.
01:00:30:16	01:00:32:11	Glasses.
01:00:32:11	01:00:34:00	>> In watching your lesson,
01:00:34:00	01:00:35:14	what were the goals?
01:00:35:14	01:00:36:20	What were you trying
01:00:36:20	01:00:37:27	to accomplish today?
01:00:37:27	01:00:39:14	>> This lesson really operated
01:00:39:14	01:00:40:23	on two different levels.
01:00:40:23	01:00:42:04	If we looked first at
01:00:42:04	01:00:44:01	the student goals, the idea
01:00:44:01	01:00:47:22	was to teach about inferencing.
01:00:47:22	01:00:49:11	Then at the same time,
01:00:49:11	01:00:50:22	since we had teachers
01:00:50:22	01:00:51:28	watching the lesson,
01:00:51:28	01:00:53:26	we were trying to model
01:00:53:26	01:00:55:13	some best practices
01:00:55:13	01:00:56:17	as they related
01:00:56:17	01:00:58:04	to comprehension instruction.
01:00:58:04	01:01:00:21	Now, I want you to take a look
01:01:00:21	01:01:02:01	at me and see if you can
01:01:02:01	01:01:03:16	figure out one more
01:01:03:16	01:01:04:24	"right there" clue.
01:01:04:24	01:01:05:26	Don't write it down,
01:01:05:26	01:01:07:07	just think it in your head.
01:01:07:07	01:01:08:13	One more thing about me
01:01:08:13	01:01:09:14	that's right there,
01:01:09:14	01:01:10:28	that you can notice.
01:01:10:28	01:01:12:06	>> White teeth.
01:01:12:06	01:01:13:20	>> He has white teeth, okay.
01:01:13:20	01:01:14:22	I'm going to take that one,
01:01:14:22	01:01:15:23	because that's
01:01:15:23	01:01:17:04	a pretty nice one.
01:01:17:04	01:01:18:12	Okay.
01:01:18:12	01:01:20:03	Now, what I want you do to is,
01:01:20:03	01:01:21:05	those are the clues
01:01:21:05	01:01:22:12	that are right there.
01:01:22:12	01:01:24:09	But if you think a little bit.
01:01:24:09	01:01:25:23	If you search your brain
01:01:25:23	01:01:27:04	just a little bit.
01:01:27:04	01:01:28:25	Each of those right there clues
01:01:28:25	01:01:31:18	stands for something.
01:01:31:18	01:01:34:04	You can infer something about me
01:01:34:04	01:01:35:08	from one of those
01:01:35:08	01:01:36:29	right there clues, okay?
01:01:36:29	01:01:38:23	So, for example,
01:01:38:23	01:01:40:03	if you're looking at somebody
01:01:40:03	01:01:42:08	who has glasses,
01:01:42:08	01:01:44:15	you might infer that
01:01:44:15	01:01:50:18	that person has poor eyesight.
01:01:50:18	01:01:52:02	Now, let's all think about
01:01:52:02	01:01:53:25	that clue that Dakota had
01:01:53:25	01:01:54:24	about me.
01:01:54:24	01:01:57:07	He says I have white teeth.
01:01:57:07	01:01:59:03	That's the right there clue.
01:01:59:03	01:02:00:16	But now I'm trying to think
01:02:00:16	01:02:01:23	and search a little bit.
01:02:01:23	01:02:02:29	What would that mean
01:02:02:29	01:02:04:15	if somebody has white teeth?
01:02:04:15	01:02:06:18	What does that mean?
01:02:06:18	01:02:08:04	It's not right there.
01:02:08:04	01:02:09:14	But if you think and search,
01:02:09:14	01:02:12:21	you can infer something.
01:02:12:21	01:02:14:03	I see some people are already
01:02:14:03	01:02:15:15	checking with their neighbors.
01:02:15:15	01:02:16:16	Go ahead, check
01:02:16:16	01:02:17:21	with your neighbors.
01:02:17:21	01:02:18:28	See what they're thinking.
01:02:18:28	01:02:21:16	What's the right there clue?
01:02:21:16	01:02:23:01	Scott, what would you infer?
01:02:23:01	01:02:25:03	>> Um, you take good care
01:02:25:03	01:02:26:20	of your teeth.
01:02:26:20	01:02:28:10	>> Excellent, okay.
01:02:28:10	01:02:29:09	Now, let me show you
01:02:29:09	01:02:32:14	a few things I brought in.
01:02:32:14	01:02:33:17	I brought this thing.
01:02:33:17	01:02:34:22	I'm not going to say much
01:02:34:22	01:02:36:02	about it.
01:02:36:02	01:02:38:04	I want you to use your skills
01:02:38:04	01:02:41:17	and strategies.
01:02:41:17	01:02:42:24	What can you infer
01:02:42:24	01:02:46:02	from my passport about me?
01:02:46:02	01:02:47:20	Don't tell me.
01:02:47:20	01:02:49:18	Tell your neighbor first, okay?
01:02:49:18	01:02:50:28	What would you infer
01:02:50:28	01:02:53:28	from my passport about me?
01:02:53:28	01:02:55:10	>> I notice that you use
01:02:55:10	01:02:56:15	a technique called
01:02:56:15	01:02:57:19	think-pair-share.
01:02:57:19	01:02:58:25	Why do you use that
01:02:58:25	01:03:00:05	with your kids?
01:03:00:05	01:03:01:19	>> What I was trying to do
01:03:01:19	01:03:03:12	was to break out of the cycle
01:03:03:12	01:03:05:05	of teacher talks or asks
01:03:05:05	01:03:07:01	a question, a student responds,
01:03:07:01	01:03:08:19	teacher evaluates.
01:03:08:19	01:03:10:07	But you hardly ever see
01:03:10:07	01:03:11:14	interaction that goes
01:03:11:14	01:03:12:19	student to student.
01:03:12:19	01:03:13:25	Effective teachers have
01:03:13:25	01:03:15:00	high level of engagement.
01:03:15:00	01:03:16:11	And I think you have to be
01:03:16:11	01:03:17:25	very intentional about trying
01:03:17:25	01:03:19:01	to guarantee those levels
01:03:19:01	01:03:20:04	of engagement.
01:03:20:04	01:03:21:13	Otherwise kids disengage
01:03:21:13	01:03:22:28	fairly quickly.
01:03:22:28	01:03:24:04	Again, you'll notice
01:03:24:04	01:03:25:19	that they all had a simple
01:03:25:19	01:03:27:03	graphic organizer for
01:03:27:03	01:03:29:00	keeping track of their clues
01:03:29:00	01:03:30:20	and their inferences
01:03:30:20	01:03:32:09	from the very beginning
01:03:32:09	01:03:33:22	of the lesson, so that there was
01:03:33:22	01:03:35:01	this paper trail where they
01:03:35:01	01:03:36:14	had to write down ideas.
01:03:36:14	01:03:37:18	How about this guy?
01:03:37:18	01:03:40:01	R-O-N-A-L-D.
01:03:40:01	01:03:42:14	>> He likes to travel?
01:03:42:14	01:03:43:19	>> A good way to put it,
01:03:43:19	01:03:44:23	Ronald, okay.
01:03:44:23	01:03:45:27	How many people would agree
01:03:45:27	01:03:47:11	with him on that one?
01:03:47:11	01:03:49:04	Okay, you did nail that one.
01:03:49:04	01:03:51:00	I love to travel.
01:03:51:00	01:03:52:04	But I'll use your word:
01:03:52:04	01:03:53:27	"Likes to travel."
01:03:53:27	01:03:55:07	>> You showed us a lesson plan.
01:03:55:07	01:03:56:09	Can you tell us about
01:03:56:09	01:03:57:21	the importance of that?
01:03:57:21	01:03:58:28	>> I think it's very critical
01:03:58:28	01:04:00:06	to be intentional about what
01:04:00:06	01:04:01:10	it is you're trying
01:04:01:10	01:04:02:20	to accomplish every single day.
01:04:02:20	01:04:03:23	And by intentional,
01:04:03:23	01:04:04:27	I don't mean inflexible.
01:04:04:27	01:04:05:29	I think you still have to
01:04:05:29	01:04:07:08	kind of follow the flow
01:04:07:08	01:04:08:13	of your students.
01:04:08:13	01:04:09:18	But you should walk in
01:04:09:18	01:04:10:23	clearly knowing what it is
01:04:10:23	01:04:11:27	you're going to do
01:04:11:27	01:04:13:19	and why you're going to do it.
01:04:13:19	01:04:14:27	When you're inferring,
01:04:14:27	01:04:16:08	we like to say that
01:04:16:08	01:04:17:17	instead of looking just at
01:04:17:17	01:04:19:07	the right there, you have to
01:04:19:07	01:04:21:03	kind of think and search.
01:04:21:03	01:04:22:11	You have to do
01:04:22:11	01:04:23:18	what some people call
01:04:23:18	01:04:26:25	"reading between the lines."
01:04:26:25	01:04:27:28	But what if I was a character
01:04:27:28	01:04:29:03	in a book?
01:04:29:03	01:04:30:05	Where would you get
01:04:30:05	01:04:32:17	all those right there clues?
01:04:32:17	01:04:34:01	>> From the pictures.
01:04:34:01	01:04:35:01	>> You might get them
01:04:35:01	01:04:36:00	from the pictures.
01:04:36:00	01:04:36:29	Where else do you get
01:04:36:29	01:04:38:03	right there clues?
01:04:38:03	01:04:39:03	>> The words.
01:04:39:03	01:04:40:05	>> Right.
01:04:40:05	01:04:41:08	So, when you're in a book,
01:04:41:08	01:04:42:10	you have to infer from the
01:04:42:10	01:04:43:14	pictures, you have to infer
01:04:43:14	01:04:44:15	from the words.
01:04:44:15	01:04:45:18	And we're going to practice
01:04:45:18	01:04:46:20	that a little bit today.
01:04:46:20	01:04:47:27	"It is important to love
01:04:47:27	01:04:48:27	where you live.
01:04:48:27	01:04:49:28	And Solomon Singer
01:04:49:28	01:04:51:15	loved where he lived not at all.
01:04:51:15	01:04:52:19	And this is what drove him
01:04:52:19	01:04:54:14	out into the streets each night.
01:04:54:14	01:04:56:03	It was dreams of balconies
01:04:56:03	01:04:57:09	and purple walls
01:04:57:09	01:04:59:07	that took him to the street.
01:04:59:07	01:05:02:19	Solomon Singer wandered."
01:05:02:19	01:05:04:28	Now, let's see if we can do
01:05:04:28	01:05:06:16	some inferencing
01:05:06:16	01:05:08:20	about Solomon Singer.
01:05:08:20	01:05:09:22	We did some inferencing
01:05:09:22	01:05:10:27	about me, but let's see
01:05:10:27	01:05:12:01	if we can do it for a character
01:05:12:01	01:05:13:28	in the book.
01:05:13:28	01:05:16:11	Now, I think I can infer
01:05:16:11	01:05:20:19	something about Solomon Singer.
01:05:20:19	01:05:21:21	And I'm going to use just
01:05:21:21	01:05:22:27	one word, but you could use
01:05:22:27	01:05:23:29	a couple different words
01:05:23:29	01:05:26:11	that mean about the same thing.
01:05:26:11	01:05:27:23	This character in this book
01:05:27:23	01:05:31:29	seems unhappy.
01:05:31:29	01:05:33:18	So, the right there kind of clue
01:05:33:18	01:05:36:15	was he did not like
01:05:36:15	01:05:44:17	where he lived at all.
01:05:44:17	01:05:46:02	>> Indiana was mixed
01:05:46:02	01:05:47:26	into his blood.
01:05:47:26	01:05:48:27	>> Ooh, isn't that a nice
01:05:48:27	01:05:50:02	way of saying it.
01:05:50:02	01:05:52:25	If it's mixed in your blood,
01:05:52:25	01:05:54:05	that's probably also a good
01:05:54:05	01:05:55:24	right there kind of clue.
01:05:55:24	01:05:56:21	So, let's write that one down.
01:05:56:21	01:05:58:05	That helps us out
01:05:58:05	01:06:00:06	with number ten.
01:06:00:06	01:06:01:15	The right there clue,
01:06:01:15	01:06:05:04	Indiana mixed into his blood.
01:06:05:04	01:06:06:26	And then, Ron, you did
01:06:06:26	01:06:08:12	some inferencing.
01:06:08:12	01:06:10:03	What was your inference?
01:06:10:03	01:06:11:22	If Indiana is where you grew up,
01:06:11:22	01:06:13:08	and it's mixed into your blood,
01:06:13:08	01:06:14:10	and now you're living
01:06:14:10	01:06:15:29	in New York City,
01:06:15:29	01:06:18:22	what would you infer?
01:06:18:22	01:06:20:11	>> He missed Indiana.
01:06:20:11	01:06:21:15	>> Ah, that's all you'd
01:06:21:15	01:06:23:06	have to write down there.
01:06:23:06	01:06:24:07	We're going to leave
01:06:24:07	01:06:25:14	Solomon Singer.
01:06:25:14	01:06:27:03	You've got four boxes left.
01:06:27:03	01:06:28:19	And I want you to do
01:06:28:19	01:06:30:12	some reading in your own books.
01:06:30:12	01:06:31:15	Let's see if we can take
01:06:31:15	01:06:33:03	what we've learned and
01:06:33:03	01:06:35:15	do it with our own books now.
01:06:35:15	01:06:36:16	>> Can you tell us about
01:06:36:16	01:06:38:11	the gradual release model?
01:06:38:11	01:06:39:13	>> If you look back through
01:06:39:13	01:06:40:20	the lesson, what you'll see
01:06:40:20	01:06:41:28	was it's very, very strong
01:06:41:28	01:06:43:07	on the front end in terms
01:06:43:07	01:06:44:17	of the teacher telling the kids
01:06:44:17	01:06:46:09	what it is they need to know
01:06:46:09	01:06:48:19	in order to do the strategy.
01:06:48:19	01:06:50:20	And then, a lot of modeling
01:06:50:20	01:06:52:29	of how to do the strategy,
01:06:52:29	01:06:54:24	inviting the kids in on
01:06:54:24	01:06:57:02	that modeling through
01:06:57:02	01:06:59:12	your specific questions.
01:06:59:12	01:07:00:14	So, you kind of
01:07:00:14	01:07:01:22	are working together
01:07:01:22	01:07:03:02	with the teacher prompting,
01:07:03:02	01:07:04:11	then letting the kids
01:07:04:11	01:07:05:20	take more responsibility for
01:07:05:20	01:07:08:10	the actual use of the strategy.
01:07:08:10	01:07:09:18	The kids are taking the lead,
01:07:09:18	01:07:10:23	but the teacher's still
01:07:10:23	01:07:11:27	helping.
01:07:11:27	01:07:13:02	And then finally and slowly
01:07:13:02	01:07:14:21	turning it over to the students.
01:07:14:21	01:07:16:25	Let's try to see if we can do
01:07:16:25	01:07:18:01	some inferencing with
01:07:18:01	01:07:19:21	the book that we're reading.
01:07:19:21	01:07:20:27	Use your sticky notes to mark
01:07:20:27	01:07:23:01	as you go along.
01:07:23:01	01:07:25:02	So let's try this one.
01:07:25:02	01:07:26:20	"I miss my mom."
01:07:26:20	01:07:28:05	That's right there in the book.
01:07:28:05	01:07:29:26	How do you think he's feeling?
01:07:29:26	01:07:30:24	>> Sad.
01:07:30:24	01:07:32:00	>> Yes.
01:07:32:00	01:07:33:04	See how you're inferencing
01:07:33:04	01:07:34:09	from him missing his mom?
01:07:34:09	01:07:35:09	Plus, here's another good
01:07:35:09	01:07:36:28	right there clue.
01:07:36:28	01:07:38:10	>> It's always a challenge
01:07:38:10	01:07:39:21	to assess while you're teaching.
01:07:39:21	01:07:40:24	How were you assessing
01:07:40:24	01:07:42:01	these kids?
01:07:42:01	01:07:43:20	>> I had a simple grid, where
01:07:43:20	01:07:45:10	I had some specific sorts
01:07:45:10	01:07:46:26	of things that I was looking for
01:07:46:26	01:07:48:08	and so as I wandered the room
01:07:48:08	01:07:49:15	and met with the student, I
01:07:49:15	01:07:51:04	wrote down that student's name.
01:07:51:04	01:07:52:10	And then I tried to quickly
01:07:52:10	01:07:53:16	sort of code whether they were
01:07:53:16	01:07:54:20	able to make the inferences
01:07:54:20	01:07:55:16	or not.
01:07:55:16	01:07:56:19	And if I noticed anything else
01:07:56:19	01:07:57:21	while I was working with
01:07:57:21	01:07:59:10	that child, I wrote that down.
01:07:59:10	01:08:00:16	Let's take a little time with
01:08:00:16	01:08:01:26	the person we're sitting next to
01:08:01:26	01:08:03:04	and talk about our books,
01:08:03:04	01:08:05:01	one of the clues that we found,
01:08:05:01	01:08:06:25	and an inference that we made.
01:08:06:25	01:08:10:13	>> Feed the dog catcher.
01:08:10:13	01:08:14:06	>> A long gun in his hands.
01:08:14:06	01:08:16:18	He's cruel and a part of
01:08:16:18	01:08:19:03	the hunt to find the wolf.
01:08:19:03	01:08:22:10	>> He shouted to, like,
01:08:22:10	01:08:24:04	he shouted to her to not
01:08:24:04	01:08:26:12	put the ring on her finger.
01:08:26:12	01:08:27:29	But it was already too late.
01:08:27:29	01:08:29:01	She put it on her finger.
01:08:29:01	01:08:30:16	And then, I think she...
01:08:30:16	01:08:32:06	into Narnia.
01:08:32:06	01:08:33:14	>> What would you say
01:08:33:14	01:08:34:18	was the most surprising thing
01:08:34:18	01:08:35:23	that you gained from being
01:08:35:23	01:08:37:06	back in the classroom?
01:08:37:06	01:08:38:12	>> What you get reminded of
01:08:38:12	01:08:39:22	when you go into a third grade
01:08:39:22	01:08:41:12	classroom again is the great,
01:08:41:12	01:08:43:12	sort of diversity,
01:08:43:12	01:08:44:18	in terms of the reading levels
01:08:44:18	01:08:45:22	of the kids sitting
01:08:45:22	01:08:46:29	in front of you.
01:08:46:29	01:08:48:10	Some kids were still struggling
01:08:48:10	01:08:49:15	with emergent reading materials,
01:08:49:15	01:08:51:01	and others were reading quite
01:08:51:01	01:08:52:23	sophisticated chapter books.
01:08:52:23	01:08:54:05	And then, trying to find
01:08:54:05	01:08:55:22	a lesson that would transcend
01:08:55:22	01:08:57:12	that amount of diversity,
01:08:57:12	01:08:58:28	I think, is probably a good
01:08:58:28	01:09:00:22	insight to keep in mind.
01:09:00:22	01:09:01:29	>> Well, I really had a blast
01:09:01:29	01:09:04:13	watching you teach today.