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.