01:00:02:10	01:00:03:09	>> How do students use
01:00:03:09	01:00:04:11	summarizing to get into
01:00:04:11	01:00:04:25	the book?
01:00:04:25	01:00:06:02	Let's get Behind the Lesson
01:00:06:02	01:00:07:03	and see how teachers
01:00:07:03	01:00:08:15	make this happen.
01:00:08:15	01:00:10:29	>> Why do we need
01:00:10:29	01:00:12:11	to learn to summarize?
01:00:12:11	01:00:14:07	>> Because, when you summarize
01:00:14:07	01:00:16:12	you have a really, really long
01:00:16:12	01:00:18:29	story and you want to make it
01:00:18:29	01:00:21:28	shorter, so you summarize.
01:00:21:28	01:00:23:01	>> Meg, why do we need
01:00:23:01	01:00:24:05	to summarize?
01:00:24:05	01:00:25:06	>> So you can remember
01:00:25:06	01:00:26:06	the most important part.
01:00:26:06	01:00:27:10	>> Take out the details.
01:00:27:10	01:00:28:25	>> Ah, to take out the details.
01:00:28:25	01:00:29:29	>> Today, what we're going to
01:00:29:29	01:00:32:07	look at is a piece of fiction.
01:00:32:07	01:00:33:17	We've spent some time
01:00:33:17	01:00:34:27	doing retelling, right?
01:00:34:27	01:00:36:14	We looked at characters,
01:00:36:14	01:00:37:25	setting, events, problem
01:00:37:25	01:00:39:05	and solution.
01:00:39:05	01:00:40:25	When we're going
01:00:40:25	01:00:44:11	to summarize for fiction,
01:00:44:11	01:00:46:20	what we want to include
01:00:46:20	01:00:48:16	are the characters.
01:00:48:16	01:00:49:23	Because, really,
01:00:49:23	01:00:50:26	what good would it be
01:00:50:26	01:00:51:27	to tell about a story
01:00:51:27	01:00:53:09	if you couldn't remember
01:00:53:09	01:00:54:11	who was in it.
01:00:54:11	01:00:55:17	The problem.
01:00:55:17	01:00:58:13	>> The setting and the solution.
01:00:58:13	01:01:00:20	>> And the solution.
01:01:00:20	01:01:01:25	You know, the setting
01:01:01:25	01:01:02:29	is important,
01:01:02:29	01:01:04:02	but I kind of think
01:01:04:02	01:01:05:03	that unless a setting is
01:01:05:03	01:01:06:16	an important part of the story,
01:01:06:16	01:01:07:19	like if it's a story about
01:01:07:19	01:01:09:02	living in the desert
01:01:09:02	01:01:10:19	and how that's real difficult,
01:01:10:19	01:01:12:14	then I think the setting's
01:01:12:14	01:01:13:28	an important part of a summary,
01:01:13:28	01:01:15:03	but if the setting just kind of
01:01:15:03	01:01:16:18	takes place at somebody's house
01:01:16:18	01:01:18:24	or in school and it doesn't
01:01:18:24	01:01:20:01	have a whole lot to do
01:01:20:01	01:01:21:11	with the problem
01:01:21:11	01:01:22:27	or the solution,
01:01:22:27	01:01:24:04	I think it's something that
01:01:24:04	01:01:26:08	we can put in a little later.
01:01:26:08	01:01:27:16	I told you guys the other day
01:01:27:16	01:01:29:14	that I think the problem and
01:01:29:14	01:01:31:21	the solution are very connected
01:01:31:21	01:01:33:02	to this author's message.
01:01:33:02	01:01:35:12	If we're summarizing
01:01:35:12	01:01:36:15	and we can remember
01:01:36:15	01:01:38:19	that problem and solution,
01:01:38:19	01:01:40:07	we'll also be able to figure out
01:01:40:07	01:01:41:24	the author's purpose.
01:01:41:24	01:01:43:02	>> What was your objective
01:01:43:02	01:01:44:21	for today's lesson?
01:01:44:21	01:01:45:27	>> My objective for today's
01:01:45:27	01:01:48:19	lesson was to have a beginning
01:01:48:19	01:01:50:24	experience with the children
01:01:50:24	01:01:52:17	trying to summarize
01:01:52:17	01:01:54:07	in a piece of fiction.
01:01:54:07	01:01:55:23	We've done summarizing
01:01:55:23	01:01:57:26	with nonfiction, determining
01:01:57:26	01:01:59:15	the important ideas.
01:01:59:15	01:02:01:23	Today my goal was to teach them
01:02:01:23	01:02:02:27	that when you're looking
01:02:02:27	01:02:06:05	at fiction, the easiest way
01:02:06:05	01:02:08:07	to summarize is to find
01:02:08:07	01:02:10:14	the problem and the solution.
01:02:10:14	01:02:11:26	"One day, while a little girl
01:02:11:26	01:02:13:01	was drawing some pictures,
01:02:13:01	01:02:14:07	"he said to her,
01:02:14:07	01:02:15:19	'I wish sometimes you
01:02:15:19	01:02:17:07	would use me.'"
01:02:17:07	01:02:18:21	When I was looking for
01:02:18:21	01:02:19:22	the key ideas, the first thing
01:02:19:22	01:02:22:09	I decided was that I needed
01:02:22:09	01:02:23:21	this part at the beginning
01:02:23:21	01:02:25:01	where the black crayon was
01:02:25:01	01:02:28:10	feeling very unhappy, because
01:02:28:10	01:02:30:16	nobody used him very much.
01:02:30:16	01:02:31:24	You think that's okay?
01:02:31:24	01:02:34:00	What is interesting about this
01:02:34:00	01:02:38:11	is this has both the character
01:02:38:11	01:02:41:26	and the problem right here
01:02:41:26	01:02:43:03	at the beginning.
01:02:43:03	01:02:44:06	Because what's his problem?
01:02:44:06	01:02:46:19	>> That he wasn't feeling
01:02:46:19	01:02:48:17	very happy because
01:02:48:17	01:02:50:26	he wasn't getting used.
01:02:50:26	01:02:51:29	>> Right, because he
01:02:51:29	01:02:53:01	wasn't getting used.
01:02:53:01	01:02:54:06	So, we get the character
01:02:54:06	01:02:56:24	and we get nobody used him
01:02:56:24	01:02:58:29	very much all in the same part.
01:02:58:29	01:03:00:14	It was tricky for me through
01:03:00:14	01:03:02:03	here because he came to the
01:03:02:03	01:03:04:09	little girl and he asked her
01:03:04:09	01:03:06:24	about using him and she said,
01:03:06:24	01:03:09:01	"Well, I would like to,
01:03:09:01	01:03:10:24	but I don't know what to draw."
01:03:10:24	01:03:14:09	I thought well, that's close,
01:03:14:09	01:03:15:27	but then he told her
01:03:15:27	01:03:17:28	what to draw.
01:03:17:28	01:03:19:28	Which of those three things
01:03:19:28	01:03:22:05	do you think is most important?
01:03:22:05	01:03:23:13	>> He told her what to draw?
01:03:23:13	01:03:24:16	>> I think so too because
01:03:24:16	01:03:26:10	if he doesn't tell her,
01:03:26:10	01:03:27:17	then we're not working toward
01:03:27:17	01:03:28:29	a solution of the problem.
01:03:28:29	01:03:30:09	>> Today, there was this
01:03:30:09	01:03:32:05	effective use of the white board
01:03:32:05	01:03:34:25	and the overhead and the teacher
01:03:34:25	01:03:36:04	thinking aloud.
01:03:36:04	01:03:37:07	Can you talk a little bit more
01:03:37:07	01:03:38:07	about the importance
01:03:38:07	01:03:39:06	of that kind of technique
01:03:39:06	01:03:41:11	to be explicit with strategy?
01:03:41:11	01:03:42:21	>> The strategy instruction
01:03:42:21	01:03:45:24	relies on metacognition.
01:03:45:24	01:03:48:03	We've talked about how
01:03:48:03	01:03:49:08	we need to be aware
01:03:49:08	01:03:51:04	of what's going on in our mind.
01:03:51:04	01:03:52:14	I talked to them about
01:03:52:14	01:03:54:03	a little voice in their head
01:03:54:03	01:03:55:16	that's speaking.
01:03:55:16	01:03:58:27	When I do the over-explicit
01:03:58:27	01:04:01:21	modeling, I'm saying to them,
01:04:01:21	01:04:02:19	"So this is what
01:04:02:19	01:04:03:17	I was thinking."
01:04:03:17	01:04:04:28	And I've taught them
01:04:04:28	01:04:06:03	that when I'm sharing,
01:04:06:03	01:04:07:11	that that's what that
01:04:07:11	01:04:08:14	little voice in my head
01:04:08:14	01:04:09:21	is saying to me now.
01:04:09:21	01:04:10:23	If I share it with you,
01:04:10:23	01:04:13:04	you'll see how it works
01:04:13:04	01:04:15:06	in my mind, and then be able
01:04:15:06	01:04:16:08	to pick it up,
01:04:16:08	01:04:18:03	how it works in your own mind.
01:04:18:03	01:04:19:08	I believe that modeling
01:04:19:08	01:04:20:25	component, as a teacher,
01:04:20:25	01:04:22:20	takes what appears mysterious
01:04:22:20	01:04:25:13	to children, summarizing,
01:04:25:13	01:04:27:07	and makes it into something
01:04:27:07	01:04:29:03	that's not too difficult.
01:04:29:03	01:04:30:12	Here's the key idea paper
01:04:30:12	01:04:32:08	I showed you the other day.
01:04:32:08	01:04:33:28	What I've got on it are the
01:04:33:28	01:04:36:09	three keys and then our door,
01:04:36:09	01:04:37:28	which those keys will open
01:04:37:28	01:04:39:06	when we go to write
01:04:39:06	01:04:40:13	our whole summary.
01:04:40:13	01:04:41:21	Would you read number one
01:04:41:21	01:04:43:18	for us please, Rena.
01:04:43:18	01:04:46:26	>> A black crayon was sad
01:04:46:26	01:04:48:26	because nobody used him.
01:04:48:26	01:04:50:06	>> Okay, let me tell you
01:04:50:06	01:04:51:10	your job.
01:04:51:10	01:04:52:23	I'm going to read you a story
01:04:52:23	01:04:54:21	and ask you to go back
01:04:54:21	01:04:56:12	and do your own summary
01:04:56:12	01:04:58:18	in groups.
01:04:58:18	01:04:59:25	"The ice cream cone
01:04:59:25	01:05:01:13	went drip, drip."
01:05:01:13	01:05:02:16	Oh no, what?
01:05:02:16	01:05:04:07	>> Because they're going to get
01:05:04:07	01:05:05:15	too distracted fighting,
01:05:05:15	01:05:07:21	they won't eat the ice cream.
01:05:07:21	01:05:09:09	>> What do you say to classroom
01:05:09:09	01:05:10:18	teachers that say second graders
01:05:10:18	01:05:11:21	really aren't ready
01:05:11:21	01:05:12:21	for comprehension
01:05:12:21	01:05:14:03	strategy instruction.
01:05:14:03	01:05:16:17	>> I say, if you are willing
01:05:16:17	01:05:18:08	to take the time to be very
01:05:18:08	01:05:20:17	explicit in that instruction and
01:05:20:17	01:05:24:29	guide them through the steps,
01:05:24:29	01:05:26:17	they can do things that you
01:05:26:17	01:05:28:11	would be surprised they can do.
01:05:28:11	01:05:30:08	The summarizing is something
01:05:30:08	01:05:32:19	new I've done this year.
01:05:32:19	01:05:34:26	I started with
01:05:34:26	01:05:37:22	one sentence stories.
01:05:37:22	01:05:39:20	And we worked on finding the key
01:05:39:20	01:05:41:27	idea in a one sentence story.
01:05:41:27	01:05:43:25	I really believe strongly
01:05:43:25	01:05:45:14	in the gradual release model
01:05:45:14	01:05:48:13	where I do lots of modeling.
01:05:48:13	01:05:51:10	Then we do it as a group.
01:05:51:10	01:05:54:13	Then we do it as a smaller group
01:05:54:13	01:05:55:25	and a partner and then down
01:05:55:25	01:05:57:15	to the individual level.
01:05:57:15	01:05:59:05	I want you to think, we need
01:05:59:05	01:06:00:26	to find the characters,
01:06:00:26	01:06:03:16	the problem and the solution.
01:06:03:16	01:06:05:29	You and your group need to talk.
01:06:05:29	01:06:07:24	Everybody takes a turn.
01:06:07:24	01:06:08:27	Everybody listens
01:06:08:27	01:06:10:28	to everybody else's ideas.
01:06:10:28	01:06:13:02	When you have all decided what
01:06:13:02	01:06:15:09	you want, I'm going to hand out
01:06:15:09	01:06:18:08	this key paper for you.
01:06:18:08	01:06:19:29	You do not need to do
01:06:19:29	01:06:20:28	the door part today.
01:06:20:28	01:06:22:01	We'll take care
01:06:22:01	01:06:23:02	of that tomorrow.
01:06:23:02	01:06:24:04	Today I just want you to
01:06:24:04	01:06:27:01	fill out your three key ideas.
01:06:27:01	01:06:28:23	Questions?
01:06:28:23	01:06:29:23	Good.
01:06:29:23	01:06:31:08	>> I think we can cut it
01:06:31:08	01:06:32:24	kind of, because this looks
01:06:32:24	01:06:34:12	like a long sentence.
01:06:34:12	01:06:36:16	>> Maybe just cut it down to
01:06:36:16	01:06:39:29	"The bears argued and argued."
01:06:39:29	01:06:41:01	>> Why don't we put both
01:06:41:01	01:06:42:29	of them as the problem?
01:06:42:29	01:06:43:29	>> Well, because he doesn't
01:06:43:29	01:06:45:11	get saved or anything.
01:06:45:11	01:06:46:19	It's like one
01:06:46:19	01:06:49:07	big problem actually.
01:06:49:07	01:06:50:13	>> Yeah, but we don't know
01:06:50:13	01:06:53:00	which one would be the problem.
01:06:53:00	01:06:54:01	>> We have to agree
01:06:54:01	01:06:56:27	on one of them.
01:06:56:27	01:06:59:01	Which one?
01:06:59:01	01:07:02:02	I think it should be that
01:07:02:02	01:07:03:20	nobody is eating him.
01:07:03:20	01:07:04:24	What do you think Rena?
01:07:04:24	01:07:05:28	>> I think it would be
01:07:05:28	01:07:07:07	nobody is eating him.
01:07:07:07	01:07:08:27	>> So, we know the problem.
01:07:08:27	01:07:09:28	What do you think
01:07:09:28	01:07:11:00	the author's purpose is
01:07:11:00	01:07:12:17	for writing this story.
01:07:12:17	01:07:17:12	>> I think the author's purpose
01:07:17:12	01:07:20:04	is to learn that if you argue
01:07:20:04	01:07:22:21	and argue, then you just won't
01:07:22:21	01:07:24:11	get what you want.
01:07:24:11	01:07:26:01	>> Meg, go ahead.
01:07:26:01	01:07:30:16	>> I think he wrote this story
01:07:30:16	01:07:33:15	because, if they're fighting,
01:07:33:15	01:07:37:11	you should maybe do something
01:07:37:11	01:07:39:10	to stop them from arguing and
01:07:39:10	01:07:41:17	you tell them what to do.
01:07:41:17	01:07:43:06	Maybe something like that.
01:07:43:06	01:07:44:06	>> To help them find a better
01:07:44:06	01:07:45:11	way to solve their problem?
01:07:45:11	01:07:46:13	>> Yeah.
01:07:46:13	01:07:47:17	>> Where will you go next with
01:07:47:17	01:07:49:27	this lesson and this strategy?
01:07:49:27	01:07:51:03	>> What we'll go to next
01:07:51:03	01:07:53:21	is trying to write a summary
01:07:53:21	01:07:55:21	paragraph on the paper
01:07:55:21	01:07:56:28	I designed for the lesson,
01:07:56:28	01:07:58:03	there's that door.
01:07:58:03	01:07:59:06	I said, when we have keys,
01:07:59:06	01:08:02:19	we can open doors.
01:08:02:19	01:08:03:26	Just trying to create some
01:08:03:26	01:08:05:16	interesting metaphor.
01:08:05:16	01:08:08:11	We'll take those three ideas and
01:08:08:11	01:08:10:18	put them into paragraph form.
01:08:10:18	01:08:12:08	So I'll teach transitional
01:08:12:08	01:08:15:02	language so those
01:08:15:02	01:08:16:22	sentences hang together.
01:08:16:22	01:08:17:28	One last thing
01:08:17:28	01:08:19:10	before we go today.
01:08:19:10	01:08:20:27	Let's talk one more time
01:08:20:27	01:08:23:13	about how summarizing,
01:08:23:13	01:08:24:29	how what you did today,
01:08:24:29	01:08:26:00	will help you
01:08:26:00	01:08:27:01	remember the story.
01:08:27:01	01:08:28:04	What I'd like you to do
01:08:28:04	01:08:29:16	is do a quick knee to knee.
01:08:29:16	01:08:31:06	How does summarizing the story
01:08:31:06	01:08:33:01	help you?
01:08:33:01	01:08:34:18	>> Because it's kind
01:08:34:18	01:08:39:05	of a confusing story.
01:08:39:05	01:08:41:11	If you summarize it, then it's
01:08:41:11	01:08:45:03	like easier to remember it.
01:08:45:03	01:08:46:15	>> Like, if you add every
01:08:46:15	01:08:48:01	single detail, after a while
01:08:48:01	01:08:50:17	it will get really boring.
01:08:50:17	01:08:52:22	>> Because it's way too long.
01:08:52:22	01:08:54:17	>> One of the questions we've
01:08:54:17	01:08:56:09	been asking every teacher
01:08:56:09	01:08:58:07	is what it is you love most
01:08:58:07	01:09:00:12	about your job?
01:09:00:12	01:09:01:10	>> What I love most
01:09:01:10	01:09:03:16	about my job is--
01:09:03:16	01:09:04:23	oh now I'll get all choked up
01:09:04:23	01:09:05:29	because I really do
01:09:05:29	01:09:07:10	feel this way--
01:09:07:10	01:09:08:12	being able to fall in love
01:09:08:12	01:09:09:17	with a group of kids every
01:09:09:17	01:09:11:02	two years and spending
01:09:11:02	01:09:13:02	that time with them.
01:09:13:02	01:09:14:20	>> That's very powerful.
01:09:14:20	01:09:16:09	>> Well, I'm maudlin.
01:09:16:09	01:09:18:00	>> Actually, being in your
01:09:18:00	01:09:19:10	classroom today, it was easy
01:09:19:10	01:09:20:24	to tell that they had a teacher
01:09:20:24	01:09:21:24	that really cared
01:09:21:24	01:09:23:07	about what they were learning.
01:09:23:07	01:09:24:11	Thank you for letting us
01:09:24:11	01:09:25:12	drop in.
01:09:25:12	01:09:26:20	>> Thanks for coming.