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.