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.