01:00:02:03	01:00:03:03	>> How do students use
01:00:03:03	01:00:04:04	strategies together
01:00:04:04	01:00:05:05	to get into the book?
01:00:05:05	01:00:06:10	Let's go Behind the Lesson
01:00:06:10	01:00:07:14	and see how teachers
01:00:07:14	01:00:09:27	make this happen.
01:00:09:27	01:00:11:00	>> I found this article
01:00:11:00	01:00:12:06	that I've been so excited
01:00:12:06	01:00:14:08	to share with you.
01:00:14:08	01:00:15:07	I'll give you a hint.
01:00:15:07	01:00:17:26	It's about Barbaro.
01:00:17:26	01:00:20:08	We've been using this strategy
01:00:20:08	01:00:22:11	a lot, right?
01:00:22:11	01:00:23:18	>> Yes.
01:00:23:18	01:00:24:25	>> But there's a word that
01:00:24:25	01:00:26:07	I haven't used with you,
01:00:26:07	01:00:27:20	that is kind of a big word.
01:00:27:20	01:00:28:27	And I want you to really
01:00:28:27	01:00:30:07	wow your parents and your
01:00:30:07	01:00:31:17	third grade teachers with it.
01:00:31:17	01:00:34:23	That word is "schema."
01:00:34:23	01:00:36:27	>> Schema?
01:00:36:27	01:00:37:27	>> Schema, yep.
01:00:37:27	01:00:39:29	Schema is a way of organizing
01:00:39:29	01:00:42:21	information in your brain.
01:00:42:21	01:00:44:13	For example, I have
01:00:44:13	01:00:46:20	a file cabinet here.
01:00:46:20	01:00:49:29	In it, I have information
01:00:49:29	01:00:52:12	about all the things that we do
01:00:52:12	01:00:54:19	in second grade.
01:00:54:19	01:00:55:29	I've got all that information
01:00:55:29	01:00:57:07	organized in there,
01:00:57:07	01:00:59:13	in alphabetical order.
01:00:59:13	01:01:01:03	You can do that with information
01:01:01:03	01:01:02:09	in your brain.
01:01:02:09	01:01:04:04	That's called schema.
01:01:04:04	01:01:06:06	So, the way that we're going
01:01:06:06	01:01:07:15	to get started this morning
01:01:07:15	01:01:08:28	is we're going to activate
01:01:08:28	01:01:10:06	our schema.
01:01:10:06	01:01:12:04	We're going to think about
01:01:12:04	01:01:14:07	things we know about Barbaro
01:01:14:07	01:01:16:22	and the horse racing.
01:01:16:22	01:01:17:25	>> What was your purpose
01:01:17:25	01:01:19:04	for today's lesson?
01:01:19:04	01:01:21:20	I've chosen to make the focus
01:01:21:20	01:01:23:01	of our reading group
01:01:23:01	01:01:24:17	comprehension strategy since
01:01:24:17	01:01:26:14	they're already pretty good
01:01:26:14	01:01:28:17	at decoding and some of those
01:01:28:17	01:01:30:05	kinds of things.
01:01:30:05	01:01:31:18	So, the next challenge for them
01:01:31:18	01:01:34:12	would be to work on
01:01:34:12	01:01:36:22	the comprehension strategies.
01:01:36:22	01:01:38:04	Let's just spend a minute
01:01:38:04	01:01:39:24	getting into some of the files
01:01:39:24	01:01:41:19	in your mind about what you
01:01:41:19	01:01:43:29	know about the Kentucky Derby
01:01:43:29	01:01:45:24	and all the horses
01:01:45:24	01:01:47:06	that we talked about.
01:01:47:06	01:01:48:16	>> When the horse wins,
01:01:48:16	01:01:49:26	I think they take these
01:01:49:26	01:01:51:18	ring of roses and put it around
01:01:51:18	01:01:53:11	the horses neck.
01:01:53:11	01:01:54:17	>> Right.
01:01:54:17	01:01:56:10	>> The trainer of the horse
01:01:56:10	01:01:58:04	that won the Kentucky Derby,
01:01:58:04	01:02:00:21	Barbaro--
01:02:00:21	01:02:03:00	The trainer was in a plane crash
01:02:03:00	01:02:06:21	and the plane was on fire.
01:02:06:21	01:02:08:10	He ran through a fire
01:02:08:10	01:02:10:23	and came out of the fire with
01:02:10:23	01:02:12:27	three children in his hands.
01:02:12:27	01:02:14:04	>> Right.
01:02:14:04	01:02:15:14	Do you remember the feeling that
01:02:15:14	01:02:16:22	we had when we were watching the
01:02:16:22	01:02:18:23	tapes that Donovan brought in.
01:02:18:23	01:02:20:04	Who can describe,
01:02:20:04	01:02:23:10	or who had strong feelings?
01:02:23:10	01:02:25:14	>> I felt like birds were
01:02:25:14	01:02:27:18	flying around in my stomach
01:02:27:18	01:02:29:11	and dolphins were jumping,
01:02:29:11	01:02:30:27	and butterflies
01:02:30:27	01:02:32:13	were flapping their wings.
01:02:32:13	01:02:34:02	>> Wow, does that make you think
01:02:34:02	01:02:35:02	of any other book
01:02:35:02	01:02:36:05	that we've read?
01:02:36:05	01:02:37:08	>> Yeah, "Gwenda."
01:02:37:08	01:02:38:25	>> "Gwenda and the Animals."
01:02:38:25	01:02:40:07	She talked a lot about having
01:02:40:07	01:02:41:29	those kinds of feelings when she
01:02:41:29	01:02:43:15	was getting ready to do what?
01:02:43:15	01:02:45:07	>> Save the animals.
01:02:45:07	01:02:46:05	>> Save the animals,
01:02:46:05	01:02:47:08	make big changes.
01:02:47:08	01:02:48:09	That's right.
01:02:48:09	01:02:49:16	>> Do you want to talk
01:02:49:16	01:02:50:24	a little bit about how you keep
01:02:50:24	01:02:52:00	all your materials organized,
01:02:52:00	01:02:53:05	especially newspaper articles
01:02:53:05	01:02:54:11	that you think might be fun
01:02:54:11	01:02:55:18	to revisit in the future.
01:02:55:18	01:02:57:03	>> I've chosen to put things
01:02:57:03	01:02:58:16	into a binder.
01:02:58:16	01:03:00:04	Some of my categories
01:03:00:04	01:03:01:24	are reading for information,
01:03:01:24	01:03:03:06	reader response,
01:03:03:06	01:03:07:22	making connections.
01:03:07:22	01:03:08:29	I've organized
01:03:08:29	01:03:10:05	some of the materials
01:03:10:05	01:03:11:25	by the comprehension strategies.
01:03:11:25	01:03:13:11	Also, things like biographies,
01:03:13:11	01:03:15:14	story mapping, sequencing,
01:03:15:14	01:03:19:10	synthesizing, cause and effect,
01:03:19:10	01:03:21:06	visualizing.
01:03:21:06	01:03:22:10	And I'll just keep adding
01:03:22:10	01:03:23:14	to this.
01:03:23:14	01:03:24:23	I also keep copies of
01:03:24:23	01:03:26:09	kid's samples, because
01:03:26:09	01:03:29:00	it helps me know for next time
01:03:29:00	01:03:30:10	what I can expect, or sort
01:03:30:10	01:03:33:06	of as a point to gauge.
01:03:33:06	01:03:34:12	Barrett, what else do we know
01:03:34:12	01:03:35:23	about newspaper articles,
01:03:35:23	01:03:38:10	magazines?
01:03:38:10	01:03:39:14	>> You don't read
01:03:39:14	01:03:40:22	the whole thing.
01:03:40:22	01:03:43:09	You just peruse the whole thing.
01:03:43:09	01:03:44:15	>> Sometimes, you don't read
01:03:44:15	01:03:46:10	the whole, you peruse.
01:03:46:10	01:03:48:03	What does peruse mean?
01:03:48:03	01:03:50:20	>> You, like, look through it.
01:03:50:20	01:03:51:24	You read the captions.
01:03:51:24	01:03:52:28	You read the titles.
01:03:52:28	01:03:54:19	You look at the pictures.
01:03:54:19	01:03:55:22	>> Bingo.
01:03:55:22	01:03:56:25	You're going to come
01:03:56:25	01:03:58:14	to some words you don't know.
01:03:58:14	01:03:59:22	>> We can use the comprehension
01:03:59:22	01:04:01:19	strategies to figure them out.
01:04:01:19	01:04:02:25	>> Oh, my goodness!
01:04:02:25	01:04:04:06	What comprehension strategies
01:04:04:06	01:04:05:09	would you use
01:04:05:09	01:04:06:24	to figure them out?
01:04:06:24	01:04:08:00	>> Inferring.
01:04:08:00	01:04:09:22	I see that you guys realize
01:04:09:22	01:04:11:12	that you can use a lot of these
01:04:11:12	01:04:13:13	strategies mixed together.
01:04:13:13	01:04:14:16	>> It was quite obvious that
01:04:14:16	01:04:15:20	your students had a great
01:04:15:20	01:04:16:28	awareness of the strategies.
01:04:16:28	01:04:18:16	How did you build that awareness
01:04:18:16	01:04:20:02	so that they're now at a point
01:04:20:02	01:04:21:12	where they can use multiple
01:04:21:12	01:04:22:19	strategies on a single
01:04:22:19	01:04:23:27	piece of text, like that
01:04:23:27	01:04:25:25	newspaper article today?
01:04:25:25	01:04:27:11	>> Just by jumping in and
01:04:27:11	01:04:30:13	using the district resources.
01:04:30:13	01:04:31:15	They introduced me to
01:04:31:15	01:04:32:25	these comprehension strategies
01:04:32:25	01:04:34:08	with a booklist of books
01:04:34:08	01:04:36:14	that support each strategy.
01:04:36:14	01:04:37:27	I felt it was important.
01:04:37:27	01:04:39:13	I just started pulling those
01:04:39:13	01:04:41:25	picture books, and modeling,
01:04:41:25	01:04:43:19	and using them back in October
01:04:43:19	01:04:46:14	or November.
01:04:46:14	01:04:47:25	Always pointing up
01:04:47:25	01:04:49:23	to the posters.
01:04:49:23	01:04:50:25	It can be kind of messy
01:04:50:25	01:04:52:08	at the beginning.
01:04:52:08	01:04:53:21	We've just kept building,
01:04:53:21	01:04:55:07	building, building.
01:04:55:07	01:04:56:11	How about if you use
01:04:56:11	01:04:57:19	the highlighter to hightlight
01:04:57:19	01:04:59:00	any words that you don't know,
01:04:59:00	01:05:00:19	that you can't figure out.
01:05:00:19	01:05:02:24	Then, you put down any questions
01:05:02:24	01:05:04:12	you have, anything that
01:05:04:12	01:05:05:24	you don't understand, or
01:05:05:24	01:05:07:00	anything that you wonder about
01:05:07:00	01:05:08:09	at the bottom and we'll come
01:05:08:09	01:05:12:09	back together and discuss it.
01:05:12:09	01:05:13:15	Great strategy.
01:05:13:15	01:05:16:20	Great thinking.
01:05:16:20	01:05:18:09	Take little chunks.
01:05:18:09	01:05:20:02	What did you guys think?
01:05:20:02	01:05:21:18	Was this too easy,
01:05:21:18	01:05:22:16	just right,
01:05:22:16	01:05:24:00	or too challenging?
01:05:24:00	01:05:25:07	>> Just right.
01:05:25:07	01:05:26:14	>> Really, just right?
01:05:26:14	01:05:27:27	>> Between too challenging
01:05:27:27	01:05:29:07	and just right.
01:05:29:07	01:05:30:26	>> All right, so a bit beyond
01:05:30:26	01:05:32:12	your comfort level.
01:05:32:12	01:05:33:12	>> I didn't see any signs
01:05:33:12	01:05:34:19	of a basal reader.
01:05:34:19	01:05:35:23	So where are you pulling
01:05:35:23	01:05:37:02	your books from?
01:05:37:02	01:05:38:07	>> At Lapham, we're really
01:05:38:07	01:05:39:14	fortunate to have a book room
01:05:39:14	01:05:41:07	where a lot of trade books
01:05:41:07	01:05:43:09	and level books are stored.
01:05:43:09	01:05:44:12	Some teachers here have worked
01:05:44:12	01:05:45:19	really hard to create
01:05:45:19	01:05:46:25	that resource area
01:05:46:25	01:05:48:11	for the entire school.
01:05:48:11	01:05:49:22	Children don't go in and choose
01:05:49:22	01:05:50:29	their own books, but teachers
01:05:50:29	01:05:52:13	can go in and choose multiple
01:05:52:13	01:05:54:11	titles at a certain level and
01:05:54:11	01:05:56:13	give the kids choices that way.
01:05:56:13	01:05:57:17	So it's organized by level
01:05:57:17	01:05:58:29	and by content.
01:05:58:29	01:06:01:25	It's really, really helpful.
01:06:01:25	01:06:03:10	I'm going to read.
01:06:03:10	01:06:04:19	How about, when I get done
01:06:04:19	01:06:05:27	with the first paragraph,
01:06:05:27	01:06:07:08	you raise your hand if you have
01:06:07:08	01:06:08:29	a question, or a comment,
01:06:08:29	01:06:11:03	or a reader response to it,
01:06:11:03	01:06:12:07	or a vocabulary word
01:06:12:07	01:06:13:11	you didn't know,
01:06:13:11	01:06:15:06	or something like that.
01:06:15:06	01:06:16:15	Actually, I'm going to start
01:06:16:15	01:06:18:04	with the caption, because Alise
01:06:18:04	01:06:21:05	had an incredible visualization.
01:06:21:05	01:06:22:12	"An X-Ray illustrates the
01:06:22:12	01:06:23:23	repair work of life-threatening
01:06:23:23	01:06:25:01	injuries to the right leg
01:06:25:01	01:06:26:07	of Barbaro."
01:06:26:07	01:06:27:21	Tell the visualization strategy
01:06:27:21	01:06:29:10	that you used
01:06:29:10	01:06:31:02	when you read that.
01:06:31:02	01:06:34:01	>> I could imagine it beeping.
01:06:34:01	01:06:35:14	Beep, beep.
01:06:35:14	01:06:36:22	>> What beeping?
01:06:36:22	01:06:39:28	>> The "RH" and the X-Ray
01:06:39:28	01:06:42:10	going, "Beep, beep, beep"
01:06:42:10	01:06:43:23	and blinking.
01:06:43:23	01:06:44:29	>> Have you been in a hospital
01:06:44:29	01:06:46:02	before, or have you had
01:06:46:02	01:06:48:13	X-Rays taken before?
01:06:48:13	01:06:51:16	>> I've seen my dad's foot
01:06:51:16	01:06:53:09	being X-Ray'd.
01:06:53:09	01:06:54:19	>> Right, and so that's
01:06:54:19	01:06:55:25	what helped you know about
01:06:55:25	01:06:57:16	the "Beep, beep, beep."
01:06:57:16	01:06:58:24	>> What do you do for your own
01:06:58:24	01:07:00:22	professional development?
01:07:00:22	01:07:02:03	>> I'm very lucky in this
01:07:02:03	01:07:04:00	district, because we get a lot
01:07:04:00	01:07:05:15	of professional development
01:07:05:15	01:07:07:03	support.
01:07:07:03	01:07:10:00	Support from the administration,
01:07:10:00	01:07:12:02	in terms of time to
01:07:12:02	01:07:13:27	attend these things
01:07:13:27	01:07:15:27	and to try different things,
01:07:15:27	01:07:17:16	and to take some risks.
01:07:17:16	01:07:20:14	I also learned from lots of good
01:07:20:14	01:07:21:25	resources, like "mosaic of
01:07:21:25	01:07:24:12	thought" and from talking with
01:07:24:12	01:07:26:24	colleagues and other teachers.
01:07:26:24	01:07:27:26	Two heads, three heads,
01:07:27:26	01:07:29:27	five heads are better than one,
01:07:29:27	01:07:31:00	and we all make each other
01:07:31:00	01:07:32:27	stronger and better by sharing.
01:07:32:27	01:07:34:08	"Kentucky Derby winner Barbaro,
01:07:34:08	01:07:35:15	underwent surgery Sunday
01:07:35:15	01:07:36:27	to repair three broken bones
01:07:36:27	01:07:38:13	in his right rear leg
01:07:38:13	01:07:39:19	and afterward, practically
01:07:39:19	01:07:40:26	jogged back to the stall,
01:07:40:26	01:07:43:10	the colt surgeon said."
01:07:43:10	01:07:44:10	Any questions about that?
01:07:44:10	01:07:45:13	Henry?
01:07:45:13	01:07:47:16	>> What does rear and colt mean?
01:07:47:16	01:07:49:15	>> What does rear?
01:07:49:15	01:07:51:13	>> Rear means like, if I went
01:07:51:13	01:07:53:03	like this, these are my rear
01:07:53:03	01:07:55:04	legs if I was a horse.
01:07:55:04	01:07:57:09	And colt's a baby horse.
01:07:57:09	01:07:58:14	>> I think what he thought--
01:07:58:14	01:08:01:09	I think when it happened, it
01:08:01:09	01:08:05:06	was a life-threatening injury.
01:08:05:06	01:08:08:00	And I think he felt bad
01:08:08:00	01:08:09:22	that it happened, even though
01:08:09:22	01:08:11:19	that it meant he felt like
01:08:11:19	01:08:14:21	he had let down his family.
01:08:14:21	01:08:16:01	So, pretty much, I bet he's
01:08:16:01	01:08:19:13	thinking now my life is over.
01:08:19:13	01:08:21:02	>> It's amazing to me how you
01:08:21:02	01:08:25:00	go so deep into his thinking.
01:08:25:00	01:08:26:25	I think that turns around and
01:08:26:25	01:08:28:13	helps you become a better reader
01:08:28:13	01:08:29:15	and it helps you create
01:08:29:15	01:08:30:24	more mental files.
01:08:30:24	01:08:31:29	>> We heard that one of
01:08:31:29	01:08:33:07	the reasons you wanted to be
01:08:33:07	01:08:34:11	involved in the project was
01:08:34:11	01:08:35:13	that you were as interested
01:08:35:13	01:08:36:18	in learning from others
01:08:36:18	01:08:37:21	as you were sharing
01:08:37:21	01:08:38:28	what it is that you can do.
01:08:38:28	01:08:40:01	>> Absolutely.
01:08:40:01	01:08:41:24	I'm excited for the rest
01:08:41:24	01:08:43:14	of the program to be finished,
01:08:43:14	01:08:45:01	and to be using it, and then to
01:08:45:01	01:08:46:21	be talking with other teachers
01:08:46:21	01:08:48:04	and learning from other
01:08:48:04	01:08:49:17	teachers, because you're never
01:08:49:17	01:08:51:10	done learning as a teacher.
01:08:51:10	01:08:53:01	I'm really looking forward to
01:08:53:01	01:08:55:24	when the program is completed,
01:08:55:24	01:08:57:11	and using the computer option
01:08:57:11	01:08:59:13	with my students.
01:09:03:12	01:09:04:25	First, I want to compliment you
01:09:04:25	01:09:06:05	on sticking with this.
01:09:06:05	01:09:07:05	It's hot.
01:09:07:05	01:09:08:21	It's hard.
01:09:08:21	01:09:09:27	And you're really showing
01:09:09:27	01:09:11:09	what good readers you are
01:09:11:09	01:09:13:09	and how you use strategies.
01:09:13:09	01:09:15:13	I'm really impressed.
01:09:15:13	01:09:16:24	>> Thank you for sharing with us
01:09:16:24	01:09:18:06	your class today.
01:09:18:06	01:09:19:13	I know it will be a catalyst
01:09:19:13	01:09:20:16	for a lot of conversations
01:09:20:16	01:09:22:05	about comprehension instruction.
01:09:22:05	01:09:23:10	>> Thank you for coming
01:09:23:10	01:09:25:11	and giving me the opportunity.