01:00:01:24	01:00:02:26	>> How do students
01:00:02:26	01:00:03:27	use making connections
01:00:03:27	01:00:05:01	to get into the book?
01:00:05:01	01:00:06:06	Let's go Behind the Lesson
01:00:06:06	01:00:07:09	and see how teachers
01:00:07:09	01:00:10:16	make this happen.
01:00:10:16	01:00:12:14	>> Lots and lots
01:00:12:14	01:00:17:20	of chicken pox.
01:00:17:20	01:00:18:24	>> And I know somebody
01:00:18:24	01:00:19:29	recommended this book.
01:00:19:29	01:00:21:11	Do you know who recommended it?
01:00:21:11	01:00:22:12	>> Maddy.
01:00:22:12	01:00:23:06	>> How come she recommended
01:00:23:06	01:00:24:06	this book?
01:00:24:06	01:00:26:01	>> Because I like dogs.
01:00:26:01	01:00:27:08	>> What do you find interesting
01:00:27:08	01:00:31:02	about this book?
01:00:31:02	01:00:33:27	>> I find a connection.
01:00:33:27	01:00:37:11	When I say sit, my dog sits.
01:00:37:11	01:00:40:08	I've got the doggie trained.
01:00:40:08	01:00:41:09	>> And the same thing happens
01:00:41:09	01:00:43:05	in the story?
01:00:43:05	01:00:44:29	All right.
01:00:44:29	01:00:48:16	Before we start, I would like
01:00:48:16	01:00:51:29	someone to tell something about
01:00:51:29	01:00:53:07	what they read when they were
01:00:53:07	01:00:55:03	doing their quiet reading.
01:00:55:03	01:00:56:18	Andrew?
01:00:56:18	01:00:57:26	>> The Carrot...
01:00:57:26	01:00:59:12	>> Oh, I love that book.
01:00:59:12	01:01:00:27	Tell your classmates why you'd
01:01:00:27	01:01:02:21	like them to read it.
01:01:02:21	01:01:05:14	>> Because his brother and his
01:01:05:14	01:01:09:11	mom and his dad keep telling him
01:01:09:11	01:01:12:10	it won't come up.
01:01:12:10	01:01:14:10	But then, at the end,
01:01:14:10	01:01:15:11	they're all wrong
01:01:15:11	01:01:16:28	and he is right.
01:01:16:28	01:01:20:11	Because then the plant comes up
01:01:20:11	01:01:23:11	and there's a big carrot.
01:01:23:11	01:01:24:15	>> Do you know what the message
01:01:24:15	01:01:25:23	was that the author was telling
01:01:25:23	01:01:27:16	you?
01:01:27:16	01:01:29:12	What is it?
01:01:29:12	01:01:31:06	>> That you shouldn't give up.
01:01:31:06	01:01:33:04	>> Very good.
01:01:33:04	01:01:34:19	I know you guys have
01:01:34:19	01:01:35:29	a lot of questions.
01:01:35:29	01:01:37:11	Make sure if you've read a book
01:01:37:11	01:01:38:22	today that you recommend it on
01:01:38:22	01:01:40:01	our chart in the reading area
01:01:40:01	01:01:42:08	when you have time.
01:01:42:08	01:01:43:11	You guys are doing such a
01:01:43:11	01:01:45:11	great job of making connections
01:01:45:11	01:01:46:17	to things that happened
01:01:46:17	01:01:47:29	in the story.
01:01:47:29	01:01:49:14	You've also made connections
01:01:49:14	01:01:51:18	with me about things
01:01:51:18	01:01:53:10	that happened out in the world.
01:01:53:10	01:01:54:28	And we've charted all those.
01:01:54:28	01:01:56:09	And about other books
01:01:56:09	01:01:58:01	we've read.
01:01:58:01	01:01:59:06	Today, I want you to listen
01:01:59:06	01:02:00:27	very carefully.
01:02:00:27	01:02:02:02	And I want you
01:02:02:02	01:02:03:21	to watch what I do.
01:02:03:21	01:02:05:05	What do you notice that I have
01:02:05:05	01:02:07:05	sticking out of my book?
01:02:07:05	01:02:09:24	Desiree?
01:02:09:24	01:02:11:06	What are these?
01:02:11:06	01:02:13:01	>> Post-Its.
01:02:13:01	01:02:14:19	>> What's "Big Cheese"?
01:02:14:19	01:02:16:06	>> I wrote "Big Cheese" on one.
01:02:16:06	01:02:17:06	What do you think I'm doing
01:02:17:06	01:02:18:15	with my Post-It notes?
01:02:18:15	01:02:20:03	>> Asking questions.
01:02:20:03	01:02:21:16	>> I could be asking questions.
01:02:21:16	01:02:23:04	What else, Andrew?
01:02:23:04	01:02:25:29	>> Making connections.
01:02:25:29	01:02:27:19	text-to-self.
01:02:27:19	01:02:29:19	>> Yes, text-to-self, obviously.
01:02:29:19	01:02:31:05	What else?
01:02:31:05	01:02:32:02	>> What was your focus
01:02:32:02	01:02:33:05	for the day?
01:02:33:05	01:02:34:06	What were you really trying
01:02:34:06	01:02:35:10	to accomplish?
01:02:35:10	01:02:37:03	>> My focus today was basically
01:02:37:03	01:02:39:22	to get the message of the story.
01:02:39:22	01:02:40:24	And how they could use
01:02:40:24	01:02:42:18	the message of the story
01:02:42:18	01:02:44:11	to make a deeper connection,
01:02:44:11	01:02:45:20	to make them understand the text
01:02:45:20	01:02:46:28	or relate it to some
01:02:46:28	01:02:48:13	old information they had.
01:02:48:13	01:02:50:00	And bring new information
01:02:50:00	01:02:52:15	up front.
01:02:52:15	01:02:55:25	I jotted down my thinking,
01:02:55:25	01:02:57:10	so I could help you
01:02:57:10	01:02:58:28	do the same thing
01:02:58:28	01:03:00:07	when you go back to your reading
01:03:00:07	01:03:02:05	in reading groups.
01:03:02:05	01:03:03:09	The first thing I put on here
01:03:03:09	01:03:04:18	was "big cheese."
01:03:04:18	01:03:05:23	So, I had a text-to-self
01:03:05:23	01:03:07:23	connection.
01:03:07:23	01:03:09:22	When I taught kindergarten,
01:03:09:22	01:03:10:26	we had what was called
01:03:10:26	01:03:12:08	a "big cheese."
01:03:12:08	01:03:13:14	It wasn't the star of the week,
01:03:13:14	01:03:14:13	like they have now
01:03:14:13	01:03:15:20	in kindergarten.
01:03:15:20	01:03:16:25	It was called the "big cheese."
01:03:16:25	01:03:18:06	It was the same thing.
01:03:18:06	01:03:19:15	"'I know today would be better.'
01:03:19:15	01:03:20:23	said Stanley's mom,
01:03:20:23	01:03:21:29	as he left for school
01:03:21:29	01:03:23:23	the next morning."
01:03:23:23	01:03:25:12	And I thought of another book.
01:03:25:12	01:03:28:06	And this one was,
01:03:28:06	01:03:29:27	"Timothy Goes to School,"
01:03:29:27	01:03:32:15	by Rosemary Wells.
01:03:32:15	01:03:33:27	Do you remember the part about
01:03:33:27	01:03:35:11	Timothy trying to figure out
01:03:35:11	01:03:36:11	what he wanted to wear
01:03:36:11	01:03:37:26	to school?
01:03:37:26	01:03:39:11	And every time he wore something
01:03:39:11	01:03:41:12	or his mother made something,
01:03:41:12	01:03:43:19	Claude said he shouldn't
01:03:43:19	01:03:44:26	be doing this
01:03:44:26	01:03:47:03	and made Timothy feel so bad.
01:03:47:03	01:03:48:29	So, I'm understanding
01:03:48:29	01:03:51:07	how Stanley is feeling.
01:03:51:07	01:03:52:16	>> What would you say
01:03:52:16	01:03:53:27	to teachers of primary children
01:03:53:27	01:03:55:00	who think strategy instruction
01:03:55:00	01:03:56:03	is beyond the kids
01:03:56:03	01:03:57:23	that they're working with, and
01:03:57:23	01:03:59:06	that they really need to focus
01:03:59:06	01:04:00:19	more on learning the sounds,
01:04:00:19	01:04:02:05	the letters, the words, and
01:04:02:05	01:04:03:10	leave the strategy instruction
01:04:03:10	01:04:04:26	for later?
01:04:04:26	01:04:06:14	>> Thinking is most important.
01:04:06:14	01:04:08:05	A lot of kids can read words,
01:04:08:05	01:04:09:29	but if they're not thinking,
01:04:09:29	01:04:11:10	it's really not reading.
01:04:11:10	01:04:14:17	So, I try to send that message.
01:04:14:17	01:04:15:22	So, I start from day one,
01:04:15:22	01:04:16:26	and I take something
01:04:16:26	01:04:18:07	that's familiar, that they
01:04:18:07	01:04:19:20	can make that connection to
01:04:19:20	01:04:21:13	and get really excited about.
01:04:21:13	01:04:23:20	They're seeing what I'm doing
01:04:23:20	01:04:25:07	when I read a book,
01:04:25:07	01:04:27:15	and they can also do the same.
01:04:27:15	01:04:29:12	"He wished he could disappear."
01:04:29:12	01:04:30:20	How many of you
01:04:30:20	01:04:36:01	have felt like that?
01:04:36:01	01:04:37:03	Tell me.
01:04:37:03	01:04:38:07	We've been working with
01:04:38:07	01:04:39:12	a lot of connections.
01:04:39:12	01:04:42:27	How do connections help you?
01:04:42:27	01:04:44:07	Lauren, do you remember
01:04:44:07	01:04:46:19	what you said earlier today?
01:04:46:19	01:04:47:19	>> They may help you
01:04:47:19	01:04:49:09	understand the book,
01:04:49:09	01:04:53:10	and how the characters feel.
01:04:53:10	01:04:54:17	>> All right.
01:04:54:17	01:04:55:20	Today, this is what
01:04:55:20	01:04:56:29	I would like you to do.
01:04:56:29	01:04:57:29	You were doing your
01:04:57:29	01:04:59:05	quiet reading, and I had
01:04:59:05	01:05:00:20	gone around to a few of you.
01:05:00:20	01:05:01:23	It looked like you were trying
01:05:01:23	01:05:03:29	to use your Post-It notes.
01:05:03:29	01:05:05:05	I want you to think
01:05:05:05	01:05:07:15	really way down deep today, and
01:05:07:15	01:05:09:25	think about what the message is
01:05:09:25	01:05:11:14	in your story,
01:05:11:14	01:05:13:06	and make your connections today.
01:05:13:06	01:05:14:14	See if you can do that.
01:05:14:14	01:05:15:15	Do you remember the coding
01:05:15:15	01:05:19:06	system we used?
01:05:19:06	01:05:21:21	text-to-self.
01:05:21:21	01:05:22:20	Text-to-text.
01:05:22:20	01:05:25:28	Text-to-"W", text-to-world.
01:05:25:28	01:05:27:23	So that will help, you don't
01:05:27:23	01:05:31:01	have to write all that out.
01:05:31:01	01:05:32:04	So, what I can do now
01:05:32:04	01:05:34:23	with my Post-It notes
01:05:34:23	01:05:35:27	with my story
01:05:35:27	01:05:37:06	is I can take my Post-It notes
01:05:37:06	01:05:39:03	and I can see where
01:05:39:03	01:05:42:11	my thinking is at the time,
01:05:42:11	01:05:44:13	so I can do some more thinking.
01:05:44:13	01:05:45:25	What are you thinking?
01:05:45:25	01:05:47:11	Do you have any connections?
01:05:47:11	01:05:49:00	>> Yeah, how did he get
01:05:49:00	01:05:52:16	a chicken pox?
01:05:52:16	01:05:53:18	That's a question.
01:05:53:18	01:05:54:25	Did you have any connections
01:05:54:25	01:05:56:03	to that?
01:05:56:03	01:05:57:08	Have you ever been sick?
01:05:57:08	01:05:58:14	>> Yeah.
01:05:58:14	01:05:59:24	>> Could you make a connection
01:05:59:24	01:06:01:07	between you and the character?
01:06:01:07	01:06:05:16	You could do that, sure.
01:06:05:16	01:06:07:20	Put your title up here.
01:06:07:20	01:06:09:12	Good job.
01:06:09:12	01:06:10:27	>> What have done to foster that
01:06:10:27	01:06:12:25	sort of level of independence
01:06:12:25	01:06:14:00	with very young children,
01:06:14:00	01:06:15:10	so that you can get at
01:06:15:10	01:06:16:19	small groups and individuals,
01:06:16:19	01:06:17:23	because the other kids
01:06:17:23	01:06:19:08	are so well engaged?
01:06:19:08	01:06:20:09	>> Well, it takes
01:06:20:09	01:06:21:16	a lot of practice.
01:06:21:16	01:06:22:18	You know, I start
01:06:22:18	01:06:23:29	at the beginning of the year.
01:06:23:29	01:06:25:07	And I think the first six weeks,
01:06:25:07	01:06:26:20	we practice routine.
01:06:26:20	01:06:28:13	And I'm the model,
01:06:28:13	01:06:30:06	this is what it looks like.
01:06:30:06	01:06:31:17	This is what it sounds like.
01:06:31:17	01:06:32:23	And we come back
01:06:32:23	01:06:34:00	and we share what went well,
01:06:34:00	01:06:35:23	what didn't go well.
01:06:35:23	01:06:38:01	Until finally, I see that their
01:06:38:01	01:06:41:12	understanding is much higher
01:06:41:12	01:06:43:24	and I can let go of a little bit
01:06:43:24	01:06:45:25	of that responsibility.
01:06:45:25	01:06:47:21	Boys and girls, will you stop,
01:06:47:21	01:06:49:20	even if you're not finished
01:06:49:20	01:06:51:04	and bring your notebooks
01:06:51:04	01:06:54:10	to the carpet, quickly.
01:06:54:10	01:06:55:24	You know, I went around today
01:06:55:24	01:06:57:10	and I saw a lot of you
01:06:57:10	01:06:58:16	making good connections.
01:06:58:16	01:06:59:20	Some of you
01:06:59:20	01:07:01:00	were even writing questions.
01:07:01:00	01:07:02:04	And some of you
01:07:02:04	01:07:03:21	even chose non-fiction books
01:07:03:21	01:07:06:22	to write about today.
01:07:06:22	01:07:08:11	Great job.
01:07:08:11	01:07:09:12	Let's see,
01:07:09:12	01:07:13:00	who would like to share?
01:07:13:00	01:07:15:25	>> When Amanda could not wait
01:07:15:25	01:07:19:09	to go to school, it reminded me
01:07:19:09	01:07:21:04	of when I was little and
01:07:21:04	01:07:23:20	I couldn't wait to go to school.
01:07:23:20	01:07:24:23	>> Oh, I'm glad you couldn't
01:07:24:23	01:07:26:17	wait, because you love school.
01:07:26:17	01:07:27:19	You love to learn.
01:07:27:19	01:07:28:28	Good job.
01:07:28:28	01:07:30:00	All right, good connection.
01:07:30:00	01:07:31:03	What kind of connection
01:07:31:03	01:07:32:06	was that?
01:07:32:06	01:07:33:15	Can you tell me?
01:07:33:15	01:07:35:25	>> A text-to-self.
01:07:35:25	01:07:36:27	>> Peter, would you
01:07:36:27	01:07:38:15	like to share?
01:07:38:15	01:07:39:23	>> The part about them having
01:07:39:23	01:07:41:10	a tree house reminds me
01:07:41:10	01:07:42:15	of Arthur, because
01:07:42:15	01:07:44:04	they both have tree houses.
01:07:44:04	01:07:45:05	>> And what kind of connection
01:07:45:05	01:07:46:16	is that?
01:07:46:16	01:07:47:24	>> text-to-world.
01:07:47:24	01:07:49:00	>> Tell me more about that.
01:07:49:00	01:07:50:19	Why do you think that?
01:07:50:19	01:07:52:05	>> Because they made a show
01:07:52:05	01:07:55:07	about someone with a tree house.
01:07:55:07	01:07:56:12	Oh, and I have another
01:07:56:12	01:07:57:15	connection.
01:07:57:15	01:07:58:20	>> Go ahead.
01:07:58:20	01:07:59:21	>> The part about them
01:07:59:21	01:08:00:28	seeing frogs reminds me
01:08:00:28	01:08:02:06	of when I saw a dead frog.
01:08:02:06	01:08:03:15	>> Ooh!
01:08:03:15	01:08:04:15	>> It's a text-to-self
01:08:04:15	01:08:06:13	connection.
01:08:06:13	01:08:07:16	>> It's obvious from the way
01:08:07:16	01:08:08:22	that your kids talk
01:08:08:22	01:08:10:02	that they've internalized
01:08:10:02	01:08:13:08	a lot of this strategy language
01:08:13:08	01:08:15:21	and their ability to use it.
01:08:15:21	01:08:16:25	What else have you done
01:08:16:25	01:08:17:29	to kind of move them
01:08:17:29	01:08:19:02	from where they were
01:08:19:02	01:08:20:06	at the beginning of the year
01:08:20:06	01:08:21:09	to this point of the year?
01:08:21:09	01:08:23:01	>> I think at the beginning,
01:08:23:01	01:08:24:06	we were acting out
01:08:24:06	01:08:25:14	their thinking.
01:08:25:14	01:08:26:11	We were doing a lot
01:08:26:11	01:08:27:17	of role playing,
01:08:27:17	01:08:28:27	what it might look like.
01:08:28:27	01:08:30:13	We had kids participate
01:08:30:13	01:08:32:13	in what their thinking was
01:08:32:13	01:08:33:18	and presenting it to other kids
01:08:33:18	01:08:34:25	in the group.
01:08:34:25	01:08:35:28	And as I moved forward and
01:08:35:28	01:08:37:16	added more of the strategies,
01:08:37:16	01:08:38:26	I tried to not add
01:08:38:26	01:08:44:03	too many at one time.
01:08:44:03	01:08:46:09	>> That part reminds me
01:08:46:09	01:08:50:17	about real people or astronauts.
01:08:50:17	01:08:52:12	>> Oh, that's wonderful.
01:08:52:12	01:08:53:12	What kind of connection
01:08:53:12	01:08:54:27	would that be?
01:08:54:27	01:08:58:26	>> Um, a text-to-world.
01:08:58:26	01:08:59:26	>> Do you know anything
01:08:59:26	01:09:04:29	about astronauts?
01:09:04:29	01:09:06:00	Where do you think
01:09:06:00	01:09:09:25	astronauts go?
01:09:09:25	01:09:11:12	>> Up into space.
01:09:11:12	01:09:12:11	>> Into space,
01:09:12:11	01:09:13:23	so you know something.
01:09:13:23	01:09:14:26	I bet when you finish
01:09:14:26	01:09:16:02	reading this book, you'll be
01:09:16:02	01:09:17:07	able to add some new information
01:09:17:07	01:09:18:18	to your thinking.
01:09:18:18	01:09:19:26	>> I already have.
01:09:19:26	01:09:20:25	>> I think you made
01:09:20:25	01:09:21:18	a good choice today.
01:09:21:18	01:09:22:19	>> I would say, as a former
01:09:22:19	01:09:23:17	first-grade teacher,
01:09:23:17	01:09:24:15	that it's always fun
01:09:24:15	01:09:25:17	to come into a first-grade
01:09:25:17	01:09:26:19	classroom again,
01:09:26:19	01:09:27:21	especially one in which
01:09:27:21	01:09:28:21	there's so much going on,
01:09:28:21	01:09:29:21	like there is in your classroom.
01:09:29:21	01:09:30:21	So, thank you
01:09:30:21	01:09:31:26	for inviting us in.
01:09:31:26	01:09:33:21	>> Thank you for coming.