01:00:01:25	01:00:03:00	>> How do students use prior
01:00:03:00	01:00:05:03	knowledge to get into the book?
01:00:05:03	01:00:06:15	Let's get Behind the Lesson
01:00:06:15	01:00:07:17	and see how teachers
01:00:07:17	01:00:09:14	make this happen.
01:00:09:14	01:00:10:24	>> Our whole purpose today
01:00:10:24	01:00:12:04	is to get you ready to get into
01:00:12:04	01:00:14:09	this book, and read it
01:00:14:09	01:00:16:06	and be able to understand it;
01:00:16:06	01:00:17:10	and be able to feel
01:00:17:10	01:00:18:13	what the characters,
01:00:18:13	01:00:20:07	especially the main character,
01:00:20:07	01:00:21:24	is feeling in this book.
01:00:21:24	01:00:23:03	So, I'm going to ask you
01:00:23:03	01:00:24:05	to kind of tap into
01:00:24:05	01:00:25:11	your own memories today.
01:00:25:11	01:00:27:10	First of all, I need to see
01:00:27:10	01:00:29:09	how many people remember what
01:00:29:09	01:00:31:01	it means when I say, "Let's
01:00:31:01	01:00:33:10	activate your prior knowledge."
01:00:33:10	01:00:35:10	How about Jessica.
01:00:35:10	01:00:36:09	>> The things we already know
01:00:36:09	01:00:37:12	in our head.
01:00:37:12	01:00:38:09	>> The things we already know
01:00:38:09	01:00:39:07	in our head.
01:00:39:07	01:00:40:02	And what do we already know
01:00:40:02	01:00:41:02	in our head?
01:00:41:02	01:00:41:28	>> Some things that
01:00:41:28	01:00:42:25	might have happened to us.
01:00:42:25	01:00:43:23	>> Like what?
01:00:43:23	01:00:46:00	Give me a specific example.
01:00:46:00	01:00:46:25	>> Like how we learned
01:00:46:25	01:00:48:02	to ride our bike.
01:00:48:02	01:00:49:04	>> Okay, learning to ride a bike
01:00:49:04	01:00:50:22	would be a good prior knowledge.
01:00:50:22	01:00:52:09	All right?
01:00:52:09	01:00:53:18	I want you to think about
01:00:53:18	01:00:57:11	your cousins.
01:00:57:11	01:00:59:27	>> When my cousin came,
01:00:59:27	01:01:02:00	her and her dad took me
01:01:02:00	01:01:04:15	to the beach,
01:01:04:15	01:01:05:15	and we took a bath
01:01:05:15	01:01:07:19	for three hours.
01:01:07:19	01:01:10:10	>> My cousins are nice to me.
01:01:10:10	01:01:11:11	They're fun, and they
01:01:11:11	01:01:13:22	like to play and stuff.
01:01:13:22	01:01:14:20	>> The first question
01:01:14:20	01:01:15:22	I'd like to ask
01:01:15:22	01:01:16:26	is what were your objectives
01:01:16:26	01:01:18:00	with this lesson?
01:01:18:00	01:01:19:17	>> My primary objective was to
01:01:19:17	01:01:21:07	activate their prior knowledge
01:01:21:07	01:01:22:16	in order for them to be able
01:01:22:16	01:01:23:23	to connect with the book
01:01:23:23	01:01:25:07	that I wanted them to read.
01:01:25:07	01:01:26:26	So, I wanted them to bring in
01:01:26:26	01:01:28:10	their own experiences about
01:01:28:10	01:01:30:13	coming to a new country, or
01:01:30:13	01:01:32:24	spending family time together.
01:01:32:24	01:01:34:01	What we're going to be doing
01:01:34:01	01:01:37:14	today is bringing in
01:01:37:14	01:01:38:22	about four or five
01:01:38:22	01:01:40:04	of our reading strategies that
01:01:40:04	01:01:42:01	we've been working on all year.
01:01:42:01	01:01:43:04	The most important one
01:01:43:04	01:01:45:08	we're going to try to do today
01:01:45:08	01:01:47:00	with each other in your
01:01:47:00	01:01:49:13	book clubs is you're going to be
01:01:49:13	01:01:51:07	activating your prior knowledge.
01:01:51:07	01:01:53:04	You're going to be thinking
01:01:53:04	01:01:54:09	about what you already know
01:01:54:09	01:01:55:17	in your head.
01:01:55:17	01:01:56:21	You're going to be thinking
01:01:56:21	01:01:57:25	about things that are
01:01:57:25	01:02:00:02	in your life, some other books
01:02:00:02	01:02:02:09	that you've read, and
01:02:02:09	01:02:03:16	especially lately, we've had
01:02:03:16	01:02:04:28	some really fun stories
01:02:04:28	01:02:06:06	that are going to connect with
01:02:06:06	01:02:07:21	what we're going to do today.
01:02:07:21	01:02:08:29	And then, you're also
01:02:08:29	01:02:10:04	going to think about
01:02:10:04	01:02:11:28	what's happening in our world.
01:02:11:28	01:02:13:02	>> We could see that you
01:02:13:02	01:02:14:02	were making connections
01:02:14:02	01:02:15:12	to other kinds
01:02:15:12	01:02:17:03	of comprehension strategies.
01:02:17:03	01:02:18:18	How important is it to bring
01:02:18:18	01:02:19:26	those other strategies in
01:02:19:26	01:02:21:06	while you're focusing in on
01:02:21:06	01:02:23:16	a single strategy?
01:02:23:16	01:02:24:28	>> It's very important.
01:02:24:28	01:02:26:14	I, as a teacher, don't really
01:02:26:14	01:02:29:12	know that you can separate them.
01:02:29:12	01:02:31:01	You can't tap into a student's
01:02:31:01	01:02:33:04	prior knowledge without asking
01:02:33:04	01:02:34:12	them to make some connections
01:02:34:12	01:02:35:13	to their lives and to
01:02:35:13	01:02:36:17	other books they've read,
01:02:36:17	01:02:37:24	and to what's going on
01:02:37:24	01:02:38:26	in the world.
01:02:38:26	01:02:40:02	They have to be able to make
01:02:40:02	01:02:41:06	those connections in order
01:02:41:06	01:02:42:07	to understand
01:02:42:07	01:02:43:20	what they're asked to read.
01:02:43:20	01:02:44:24	And then, bring it up
01:02:44:24	01:02:46:02	to the inference level
01:02:46:02	01:02:47:10	and the synthesizing level.
01:02:47:10	01:02:48:17	They have to be able to have
01:02:48:17	01:02:50:08	that good foundation to do that.
01:02:50:08	01:02:51:19	All right, I want you
01:02:51:19	01:02:54:27	to think about your experience
01:02:54:27	01:02:59:09	crossing into another country,
01:02:59:09	01:03:02:26	on a trip, or on a move here.
01:03:02:26	01:03:03:28	>> When I moved here
01:03:03:28	01:03:05:26	from Mexico, I was really scared
01:03:05:26	01:03:06:23	because I didn't know
01:03:06:23	01:03:09:00	the language and stuff.
01:03:09:00	01:03:10:07	>> Okay.
01:03:10:07	01:03:11:15	>> It's a little bit scary
01:03:11:15	01:03:13:14	when you have to cross by,
01:03:13:14	01:03:15:03	like when you have to cross
01:03:15:03	01:03:18:08	rivers, or like when you
01:03:18:08	01:03:20:08	have to give your passport,
01:03:20:08	01:03:22:17	and all the important stuff
01:03:22:17	01:03:24:24	you have to give.
01:03:24:24	01:03:25:27	>> It seems like it would be
01:03:25:27	01:03:27:01	very critical, then, to know
01:03:27:01	01:03:28:24	the lives of your own students.
01:03:28:24	01:03:30:04	>> We spend a lot of time
01:03:30:04	01:03:31:27	sharing with each other
01:03:31:27	01:03:33:28	and in large group formats.
01:03:33:28	01:03:35:23	I also have them journal,
01:03:35:23	01:03:37:06	often about things that
01:03:37:06	01:03:38:27	they've read, or experiences
01:03:38:27	01:03:40:29	that they've gone through.
01:03:40:29	01:03:42:22	And I read those journals.
01:03:42:22	01:03:43:26	Sometimes, they take
01:03:43:26	01:03:44:28	those journals and share
01:03:44:28	01:03:46:03	in front of the class.
01:03:46:03	01:03:47:10	So, everyone pretty much gets
01:03:47:10	01:03:49:02	a good idea of what's going on
01:03:49:02	01:03:51:22	in other student's lives.
01:03:51:22	01:03:53:14	Let's do a quick write.
01:03:53:14	01:03:56:04	I want you to think about
01:03:56:04	01:03:58:17	something that someone has
01:03:58:17	01:04:00:08	given you, maybe it was
01:04:00:08	01:04:02:12	something your grandmother
01:04:02:12	01:04:03:22	or grandfather,
01:04:03:22	01:04:06:00	or an uncle or an aunt,
01:04:06:00	01:04:07:07	something that maybe
01:04:07:07	01:04:11:24	someone has given you.
01:04:11:24	01:04:13:10	>> Can you talk a little bit
01:04:13:10	01:04:14:26	about the role of writing
01:04:14:26	01:04:17:08	within your reading program
01:04:17:08	01:04:18:10	and how you make
01:04:18:10	01:04:20:00	those kinds of connections.
01:04:20:00	01:04:20:29	>> We keep daily
01:04:20:29	01:04:22:20	writing journals.
01:04:22:20	01:04:24:01	And oftentimes, I'll have
01:04:24:01	01:04:26:19	the students write about
01:04:26:19	01:04:28:10	what they've read.
01:04:28:10	01:04:30:04	They have a bookmark
01:04:30:04	01:04:31:10	that gives them
01:04:31:10	01:04:34:10	some reading response prompts.
01:04:34:10	01:04:36:06	We have it in large chart form
01:04:36:06	01:04:38:21	in the other part of the room.
01:04:38:21	01:04:39:21	And what's great about
01:04:39:21	01:04:40:27	the writing journals,
01:04:40:27	01:04:42:03	for English language learners,
01:04:42:03	01:04:43:09	is they get the choice to write
01:04:43:09	01:04:44:14	in whatever language
01:04:44:14	01:04:45:21	they choose.
01:04:45:21	01:04:46:22	Some of them will put
01:04:46:22	01:04:47:23	part of it in English
01:04:47:23	01:04:49:02	and part of it in Spanish.
01:04:49:02	01:04:51:10	I allow them to do that, so they
01:04:51:10	01:04:53:08	can get their true ideas down,
01:04:53:08	01:04:54:09	and the language
01:04:54:09	01:04:56:28	isn't a brick wall for them.
01:04:56:28	01:04:58:24	I want you to picture
01:04:58:24	01:05:00:24	a family gathering, where
01:05:00:24	01:05:02:14	lots of your family members
01:05:02:14	01:05:03:29	are together.
01:05:03:29	01:05:05:27	Now I want you to listen.
01:05:05:27	01:05:06:29	Do you hear all those
01:05:06:29	01:05:08:05	family voices?
01:05:08:05	01:05:10:20	>> Mm-hmm.
01:05:10:20	01:05:11:24	>> Concentrate,
01:05:11:24	01:05:13:05	you don't have to answer me.
01:05:13:05	01:05:14:10	You're just kind of doing it
01:05:14:10	01:05:15:11	in your mind.
01:05:15:11	01:05:16:16	Can we see all those
01:05:16:16	01:05:18:05	family members together?
01:05:18:05	01:05:20:01	Okay.
01:05:20:01	01:05:21:09	There's always one aunt that's
01:05:21:09	01:05:23:29	a little louder than the rest.
01:05:23:29	01:05:25:15	There's probably some little
01:05:25:15	01:05:27:06	two and three-year-old kids
01:05:27:06	01:05:28:23	running around.
01:05:28:23	01:05:29:20	Let's do some whole group
01:05:29:20	01:05:30:20	sharing, because I think these
01:05:30:20	01:05:33:15	stories are probably very good.
01:05:33:15	01:05:36:05	>> My aunt lives in Milwaukee.
01:05:36:05	01:05:39:21	And we're at the playground.
01:05:39:21	01:05:42:21	We're barbecuing.
01:05:42:21	01:05:43:24	All the kids
01:05:43:24	01:05:46:16	are playing tag outside.
01:05:46:16	01:05:48:05	>> Today's lesson had a
01:05:48:05	01:05:49:19	significant amount of attention
01:05:49:19	01:05:51:12	to the pre-reading phase.
01:05:51:12	01:05:52:20	Can you talk a little bit about
01:05:52:20	01:05:54:18	why you feel that's important.
01:05:54:18	01:05:55:24	>> It gives the students
01:05:55:24	01:05:56:22	a foundation
01:05:56:22	01:05:58:03	for what they're going to read.
01:05:58:03	01:05:59:15	Because we have, you know,
01:05:59:15	01:06:00:12	a good amount
01:06:00:12	01:06:01:29	of limited English students.
01:06:01:29	01:06:03:03	They can't go straight to
01:06:03:03	01:06:04:06	the text, because they're not
01:06:04:06	01:06:05:07	going to understand
01:06:05:07	01:06:07:13	a lot of the vocabulary,
01:06:07:13	01:06:09:13	a lot of the higher-level words
01:06:09:13	01:06:11:06	in a story like this.
01:06:11:06	01:06:12:11	So, if I can tap into
01:06:12:11	01:06:14:00	what they already know,
01:06:14:00	01:06:17:08	and help them preview the story,
01:06:17:08	01:06:18:08	they are going to have
01:06:18:08	01:06:19:13	a better understanding.
01:06:19:13	01:06:20:13	Then, if they don't get
01:06:20:13	01:06:21:20	all those words from the text,
01:06:21:20	01:06:22:21	they're able to understand the
01:06:22:21	01:06:26:03	narrative elements of the story.
01:06:26:03	01:06:27:04	What do we do in order
01:06:27:04	01:06:28:20	to get a better understanding
01:06:28:20	01:06:29:25	of a book?
01:06:29:25	01:06:31:14	What do we do?
01:06:31:14	01:06:32:23	Eric?
01:06:32:23	01:06:33:21	>> Run through the pictures
01:06:33:21	01:06:35:13	and see what it's about.
01:06:35:13	01:06:36:12	>> Run through the pictures
01:06:36:12	01:06:38:04	and see what it's about.
01:06:38:04	01:06:39:26	I want you to look deeper
01:06:39:26	01:06:42:09	into those pictures,
01:06:42:09	01:06:43:19	and the connection to everything
01:06:43:19	01:06:44:27	that you've talked about,
01:06:44:27	01:06:46:01	those family gatherings,
01:06:46:01	01:06:47:02	cousins,
01:06:47:02	01:06:49:01	things that we've passed down.
01:06:49:01	01:06:50:14	We're also going to connect it
01:06:50:14	01:06:51:28	to a couple of the Ellis Island
01:06:51:28	01:06:53:17	books you've already read,
01:06:53:17	01:06:55:01	because the character
01:06:55:01	01:06:56:16	has to come through Ellis Island
01:06:56:16	01:06:58:18	with his uncle and aunt
01:06:58:18	01:07:00:29	and his cousins.
01:07:00:29	01:07:02:01	And he faces some
01:07:02:01	01:07:04:22	scary problems at the border.
01:07:04:22	01:07:05:23	>> This is the night
01:07:05:23	01:07:08:06	when they're traveling.
01:07:08:06	01:07:09:22	And here is where the boat
01:07:09:22	01:07:13:09	is getting in the morning.
01:07:13:09	01:07:14:14	>> You divided your students
01:07:14:14	01:07:16:10	into five groups.
01:07:16:10	01:07:17:06	Talk a little bit about
01:07:17:06	01:07:18:14	how you form your groups.
01:07:18:14	01:07:19:23	>> We had the children
01:07:19:23	01:07:20:25	write down some interests
01:07:20:25	01:07:22:13	that they had.
01:07:22:13	01:07:24:13	And then, my assistant and I
01:07:24:13	01:07:27:09	looked at the common interests,
01:07:27:09	01:07:28:10	and we grouped the kids
01:07:28:10	01:07:29:14	according to what they thought
01:07:29:14	01:07:32:00	they would be interested in.
01:07:32:00	01:07:33:16	I also look at the ability
01:07:33:16	01:07:35:04	of the kids
01:07:35:04	01:07:36:27	when they're put into groups.
01:07:36:27	01:07:38:28	I don't want them, you know,
01:07:38:28	01:07:40:07	careful readers in one group,
01:07:40:07	01:07:41:02	proficient readers
01:07:41:02	01:07:42:05	in another group.
01:07:42:05	01:07:43:20	I want them to be able to have
01:07:43:20	01:07:46:11	role models in the group,
01:07:46:11	01:07:48:04	and some stronger readers,
01:07:48:04	01:07:50:00	some less strong readers
01:07:50:00	01:07:51:29	working together.
01:07:51:29	01:07:55:07	>> There always seemed to be
01:07:55:07	01:07:58:25	a baby crying in the cradle.
01:07:58:25	01:08:01:06	Covering her ears
01:08:01:06	01:08:04:14	and shushing them.
01:08:04:14	01:08:05:17	>> As you moved around,
01:08:05:17	01:08:07:00	you were monitoring your groups.
01:08:07:00	01:08:08:00	What were the sort of things
01:08:08:00	01:08:09:05	you were watching for?
01:08:09:05	01:08:10:07	And when did you intervene
01:08:10:07	01:08:11:17	with a group?
01:08:11:17	01:08:13:03	>> I was watching
01:08:13:03	01:08:14:05	for concentration
01:08:14:05	01:08:15:10	on what the task was that
01:08:15:10	01:08:17:10	they were supposed to be doing:
01:08:17:10	01:08:18:26	sharing, reading,
01:08:18:26	01:08:21:08	focusing on the pictures.
01:08:21:08	01:08:22:14	A couple of times,
01:08:22:14	01:08:24:10	I had to remind students
01:08:24:10	01:08:26:02	where their focus was
01:08:26:02	01:08:27:26	and direct their behavior,
01:08:27:26	01:08:29:03	but not too much of that.
01:08:29:03	01:08:30:01	They're really quite good
01:08:30:01	01:08:32:05	at what they're doing.
01:08:32:05	01:08:34:01	I want you to remind yourself
01:08:34:01	01:08:35:03	about the strategy
01:08:35:03	01:08:38:06	that you used today.
01:08:38:06	01:08:39:19	You took that prior knowledge
01:08:39:19	01:08:41:26	and you built upon that.
01:08:41:26	01:08:44:03	You took what you knew.
01:08:44:03	01:08:45:26	You took some of the new ideas
01:08:45:26	01:08:47:28	you may have heard from either
01:08:47:28	01:08:49:14	the other students, or from me
01:08:49:14	01:08:51:17	when we were describing.
01:08:51:17	01:08:53:00	And now, you have some ideas
01:08:53:00	01:08:55:13	from the book.
01:08:55:13	01:08:56:26	You have those other stories
01:08:56:26	01:08:58:13	that we've read.
01:08:58:13	01:08:59:21	And so, you've kind of taken
01:08:59:21	01:09:01:01	that all together
01:09:01:01	01:09:02:12	with your prior knowledge
01:09:02:12	01:09:03:16	and you're getting a better
01:09:03:16	01:09:05:17	understanding of this story.
01:09:05:17	01:09:06:29	And next time that you hear
01:09:06:29	01:09:09:02	about somebody having something
01:09:09:02	01:09:10:18	passed down to them,
01:09:10:18	01:09:11:24	or maybe next time
01:09:11:24	01:09:13:01	when you're with a family,
01:09:13:01	01:09:14:04	you might be reminded
01:09:14:04	01:09:16:15	of what's going on in this book.
01:09:16:15	01:09:17:15	What did you enjoy the most
01:09:17:15	01:09:18:19	about teaching your lesson
01:09:18:19	01:09:19:21	today?
01:09:19:21	01:09:20:22	>> I would have to say the
01:09:20:22	01:09:22:18	interaction between the kids.
01:09:22:18	01:09:24:17	They never cease to amaze me.
01:09:24:17	01:09:25:20	You have an expectation
01:09:25:20	01:09:26:28	in your mind
01:09:26:28	01:09:27:25	as to what you want them
01:09:27:25	01:09:28:27	to accomplish
01:09:28:27	01:09:30:01	in a given lesson.
01:09:30:01	01:09:31:05	But when they exceed
01:09:31:05	01:09:32:28	those expectations, and
01:09:32:28	01:09:34:15	they prove just how very good
01:09:34:15	01:09:35:28	they are at interacting
01:09:35:28	01:09:37:05	and reading, and involving
01:09:37:05	01:09:39:03	themselves in the text, there's
01:09:39:03	01:09:40:15	nothing better than that
01:09:40:15	01:09:43:01	to see that as a teacher.