01:00:02:10	01:00:03:09	>> How do students use
01:00:03:09	01:00:04:11	visualizing to get into
01:00:04:11	01:00:05:11	the book?
01:00:05:11	01:00:06:17	Let's get Behind the Lesson
01:00:06:17	01:00:07:22	and see how teachers
01:00:07:22	01:00:11:05	make this happen.
01:00:11:05	01:00:13:06	>> Friends, can you tell me
01:00:13:06	01:00:16:06	what careful readers do?
01:00:16:06	01:00:17:17	What does a careful reader do,
01:00:17:17	01:00:18:18	Mike?
01:00:18:18	01:00:19:24	>> Visualizes.
01:00:19:24	01:00:21:10	>> What does that mean?
01:00:21:10	01:00:22:13	>> It means, like paint
01:00:22:13	01:00:23:21	a picture in their mind.
01:00:23:21	01:00:24:18	>> What else
01:00:24:18	01:00:26:12	does a careful reader do?
01:00:26:12	01:00:27:16	Mitchell?
01:00:27:16	01:00:28:27	>> Ask questions.
01:00:28:27	01:00:30:01	>> When does a reader
01:00:30:01	01:00:31:04	ask questions?
01:00:31:04	01:00:32:15	>> In the beginning of the story
01:00:32:15	01:00:34:11	in the middle and at the end,
01:00:34:11	01:00:35:13	so they have a reason
01:00:35:13	01:00:36:19	to read on.
01:00:36:19	01:00:38:09	Today, Mrs. Ingebritsen,
01:00:38:09	01:00:39:19	our special reading teacher
01:00:39:19	01:00:40:23	is going to be here.
01:00:40:23	01:00:41:29	She's going to help us
01:00:41:29	01:00:43:14	practice visualizing.
01:00:43:14	01:00:45:08	>> Mrs. Legler and I are going
01:00:45:08	01:00:47:15	to work together on an activity
01:00:47:15	01:00:48:28	to show you what visualizing
01:00:48:28	01:00:51:01	looks like when we do it.
01:00:51:01	01:00:52:01	And then, we'll give you
01:00:52:01	01:00:53:09	a chance to do it.
01:00:53:09	01:00:54:17	We're going to use the story
01:00:54:17	01:00:55:26	"Two Bad Ants."
01:00:55:26	01:00:57:29	Mrs. Ingebritsen is going to
01:00:57:29	01:01:01:00	read part of the story for me.
01:01:01:00	01:01:02:25	I'm going to follow along.
01:01:02:25	01:01:04:19	And when I get an image in my
01:01:04:19	01:01:06:28	mind, or a picture in my mind,
01:01:06:28	01:01:09:06	I'm going to put my thumb up.
01:01:09:06	01:01:11:21	All right?
01:01:11:21	01:01:12:28	>> "More than once, a line
01:01:12:28	01:01:14:12	of ants stopped and anxiously
01:01:14:12	01:01:15:17	listened for the sound
01:01:15:17	01:01:17:05	of hungry spiders.
01:01:17:05	01:01:18:14	But all they heard was the call
01:01:18:14	01:01:19:27	of crickets echoing through
01:01:19:27	01:01:22:13	the woods like distant thunder."
01:01:22:13	01:01:23:23	I saw when your thumb went up,
01:01:23:23	01:01:24:27	Mrs. Legler.
01:01:24:27	01:01:26:00	>> I bet you know why.
01:01:26:00	01:01:27:01	>> I do.
01:01:27:01	01:01:28:25	>> Friends, I can tell that my
01:01:28:25	01:01:30:28	ants are getting more nervous.
01:01:30:28	01:01:32:21	In my mind, they're pulling
01:01:32:21	01:01:35:02	their ant legs in,
01:01:35:02	01:01:36:27	and their ant antenna.
01:01:36:27	01:01:37:29	Remember when I told you
01:01:37:29	01:01:39:01	I stayed overnight
01:01:39:01	01:01:40:26	in a tree house?
01:01:40:26	01:01:42:03	And I told you that I was so
01:01:42:03	01:01:45:06	scared because of the spiders?
01:01:45:06	01:01:47:05	And in my mind right now, I see
01:01:47:05	01:01:50:04	those ants looking for spiders.
01:01:50:04	01:01:52:01	And the spiders are big.
01:01:52:01	01:01:53:02	How did we create
01:01:53:02	01:01:54:11	these pictures in our mind?
01:01:54:11	01:01:56:07	What do we take from the text
01:01:56:07	01:01:57:28	to create the pictures?
01:01:57:28	01:01:59:19	Heidi?
01:01:59:19	01:02:01:14	>> Words that can--
01:02:01:14	01:02:02:23	Words that are good enough
01:02:02:23	01:02:04:08	to create it.
01:02:04:08	01:02:05:08	And then, at the end,
01:02:05:08	01:02:07:10	you'll have enough information
01:02:07:10	01:02:09:01	to put the pictures together
01:02:09:01	01:02:10:20	into a movie.
01:02:10:20	01:02:11:26	>> What else did I do?
01:02:11:26	01:02:13:20	What else do readers do
01:02:13:20	01:02:14:19	to create pictures in their
01:02:14:19	01:02:15:25	mind?
01:02:15:25	01:02:16:25	>> They think about
01:02:16:25	01:02:18:02	what they know.
01:02:18:02	01:02:19:02	>> When you're reading
01:02:19:02	01:02:20:08	the words, what do you look for
01:02:20:08	01:02:21:12	to create that picture
01:02:21:12	01:02:22:17	in your mind?
01:02:22:17	01:02:23:20	>> Rich words.
01:02:23:20	01:02:25:15	>> Rich words.
01:02:25:15	01:02:26:19	>> What were your objectives
01:02:26:19	01:02:28:01	for this lesson?
01:02:28:01	01:02:29:01	>> We were working
01:02:29:01	01:02:30:05	on visualizing.
01:02:30:05	01:02:31:12	We wanted students to be able to
01:02:31:12	01:02:33:22	use their senses when they read,
01:02:33:22	01:02:35:14	to make connections based on
01:02:35:14	01:02:37:04	their prior experiences and
01:02:37:04	01:02:38:17	background knowledge, so that
01:02:38:17	01:02:40:16	they could enjoy the text
01:02:40:16	01:02:42:05	and make more meaningful
01:02:42:05	01:02:44:04	connections.
01:02:44:04	01:02:45:16	>> We're going to give you
01:02:45:16	01:02:47:18	a chance to practice visualizing
01:02:47:18	01:02:48:19	right now.
01:02:48:19	01:02:51:12	We have "Two Bad Ants" on tape.
01:02:51:12	01:02:52:12	I'm not giving you
01:02:52:12	01:02:53:26	any books right now.
01:02:53:26	01:02:54:24	I'm going to start
01:02:54:24	01:02:57:03	the story out.
01:02:57:03	01:02:58:08	And I want you
01:02:58:08	01:02:59:17	to close your eyes.
01:02:59:17	01:03:01:00	If you see something,
01:03:01:00	01:03:02:25	hear something, feel something,
01:03:02:25	01:03:04:04	taste something,
01:03:04:04	01:03:05:24	have an emotion inside,
01:03:05:24	01:03:07:11	put your thumb up.
01:03:07:11	01:03:08:20	>> "She deemed it the most
01:03:08:20	01:03:09:21	delicious food
01:03:09:21	01:03:11:01	she had ever tasted.
01:03:11:01	01:03:12:13	Nothing could make her happier
01:03:12:13	01:03:16:00	than to have more, much more."
01:03:16:00	01:03:17:17	>> I saw a lot of thumbs go up
01:03:17:17	01:03:20:14	when the reader mentioned
01:03:20:14	01:03:23:07	the nest was a happy place.
01:03:23:07	01:03:24:11	Tell us about that picture
01:03:24:11	01:03:26:12	in your mind, Hunter.
01:03:26:12	01:03:27:13	>> The ants are cheering
01:03:27:13	01:03:28:18	really loud.
01:03:28:18	01:03:30:00	>> Yes?
01:03:30:00	01:03:31:17	>> I thought the same as Hunter.
01:03:31:17	01:03:32:24	>> You did?
01:03:32:24	01:03:34:03	Sometimes images are the same.
01:03:34:03	01:03:35:07	Did anyone have a different
01:03:35:07	01:03:37:27	image in their mind?
01:03:37:27	01:03:40:17	Go ahead.
01:03:40:17	01:03:44:11	>> That the other ants carried
01:03:44:11	01:03:45:29	the mother ant on top of them
01:03:45:29	01:03:48:05	when they carried her.
01:03:48:05	01:03:50:09	>> In like a celebration?
01:03:50:09	01:03:51:15	That's a neat image.
01:03:51:15	01:03:53:18	I did not get that one.
01:03:53:18	01:03:54:23	>> We watched you move
01:03:54:23	01:03:56:00	through your class.
01:03:56:00	01:03:57:04	Both of you had clipboards
01:03:57:04	01:03:58:08	with you.
01:03:58:08	01:03:59:11	What were you assessing and
01:03:59:11	01:04:01:00	monitoring with your students?
01:04:01:00	01:04:02:07	>> I was looking to see
01:04:02:07	01:04:03:18	if the students were able
01:04:03:18	01:04:04:21	to form a mental image
01:04:04:21	01:04:06:16	in their mind.
01:04:06:16	01:04:07:28	And if they were able to tell me
01:04:07:28	01:04:10:09	how they formed that image.
01:04:10:09	01:04:11:21	What jumped out at them
01:04:11:21	01:04:14:03	from the text.
01:04:14:03	01:04:17:08	I also was looking to find out
01:04:17:08	01:04:19:27	if all the images were critical
01:04:19:27	01:04:21:05	for their understanding,
01:04:21:05	01:04:23:04	helping them realize that,
01:04:23:04	01:04:25:07	sure, there are a lot of images
01:04:25:07	01:04:27:17	that form in your mind,
01:04:27:17	01:04:29:12	but they're not all critical.
01:04:29:12	01:04:30:13	>> Tell me a little bit
01:04:30:13	01:04:32:04	about the actual form, itself.
01:04:32:04	01:04:33:02	>> Well, the questions
01:04:33:02	01:04:34:02	are along the side.
01:04:34:02	01:04:35:12	And the individual student names
01:04:35:12	01:04:36:26	are along the top.
01:04:36:26	01:04:38:08	It's a nice way to keep track
01:04:38:08	01:04:40:04	in who you still have to cover,
01:04:40:04	01:04:41:19	to make notes
01:04:41:19	01:04:43:14	about learning styles.
01:04:43:14	01:04:44:16	When I asked a student
01:04:44:16	01:04:46:02	why you visualize when you read,
01:04:46:02	01:04:47:06	one student said
01:04:47:06	01:04:48:22	it was more fun.
01:04:48:22	01:04:49:26	Another student said,
01:04:49:26	01:04:51:24	"It helps me understand,
01:04:51:24	01:04:53:04	and it's a better, easier way
01:04:53:04	01:04:55:17	to think."
01:04:55:17	01:04:56:20	Now, you're going to get
01:04:56:20	01:04:58:10	a chance to do some reading
01:04:58:10	01:04:59:28	and some visualizing.
01:04:59:28	01:05:01:06	We're going to get you
01:05:01:06	01:05:02:12	a Post-It note so you can
01:05:02:12	01:05:04:03	write your connection
01:05:04:03	01:05:06:00	to the five senses.
01:05:06:00	01:05:07:06	And so that we can get an idea
01:05:07:06	01:05:09:00	that you've got a pretty good
01:05:09:00	01:05:10:06	understanding about how
01:05:10:06	01:05:11:18	to visualize and how to pull
01:05:11:18	01:05:14:16	those rich words from the text.
01:05:14:16	01:05:16:19	Okay?
01:05:25:06	01:05:27:10	Who would like to share?
01:05:27:10	01:05:29:03	Hunter?
01:05:29:03	01:05:30:25	You had "swiftly."
01:05:30:25	01:05:36:01	Where are you going to put that?
01:05:36:01	01:05:39:08	>> Under "hear."
01:05:39:08	01:05:40:08	>> How does "swiftly"
01:05:40:08	01:05:42:10	go under "hear"?
01:05:42:10	01:05:44:06	>> Because I can hear the ants
01:05:44:06	01:05:46:12	telling the other ants.
01:05:46:12	01:05:47:11	>> And they're telling them
01:05:47:11	01:05:49:04	"quickly"?
01:05:49:04	01:05:50:21	Are they talking out loud
01:05:50:21	01:05:52:06	in your picture,
01:05:52:06	01:05:53:22	or are they whispering?
01:05:53:22	01:05:56:01	>> Talking out loud.
01:05:56:01	01:05:57:18	>> Does anybody have a picture
01:05:57:18	01:05:58:19	in their mind
01:05:58:19	01:06:00:19	of the ants whispering?
01:06:00:19	01:06:01:29	>> We just have to act this out.
01:06:01:29	01:06:03:00	Can we?
01:06:03:00	01:06:04:04	I can just see it in my mind.
01:06:04:04	01:06:05:05	Everybody ready?
01:06:05:05	01:06:06:14	We're the ants.
01:06:06:14	01:06:07:19	Go, spread the news.
01:06:07:19	01:06:09:07	We found the crystals.
01:06:09:07	01:06:18:28	(all whispering)
01:06:18:28	01:06:20:16	Nice job.
01:06:20:16	01:06:21:22	Great.
01:06:21:22	01:06:23:02	And that's one way that you can
01:06:23:02	01:06:24:10	share your visualizations, too,
01:06:24:10	01:06:25:22	is act them out.
01:06:25:22	01:06:26:24	>> People might be interested
01:06:26:24	01:06:28:02	in knowing what you've done
01:06:28:02	01:06:29:10	prior to this lesson
01:06:29:10	01:06:30:28	in order to help your students
01:06:30:28	01:06:33:04	have that much information
01:06:33:04	01:06:35:11	about comprehension strategies.
01:06:35:11	01:06:37:22	>> The strategies were
01:06:37:22	01:06:40:20	introduced during my read-aloud
01:06:40:20	01:06:42:25	part of the day.
01:06:42:25	01:06:44:11	And from there,
01:06:44:11	01:06:45:25	we went into practicing.
01:06:45:25	01:06:47:04	I would name the strategy
01:06:47:04	01:06:48:05	and I would say, okay, this
01:06:48:05	01:06:50:02	is what a careful reader does,
01:06:50:02	01:06:51:13	and this is what we're
01:06:51:13	01:06:53:06	going to practice today.
01:06:53:06	01:06:54:22	And I make use
01:06:54:22	01:06:55:29	of the entire day.
01:06:55:29	01:06:57:19	It's not just during
01:06:57:19	01:06:59:26	reading time.
01:06:59:26	01:07:01:06	It's during science.
01:07:01:06	01:07:03:15	It's during social studies.
01:07:03:15	01:07:04:17	It's during math,
01:07:04:17	01:07:05:19	when we're working
01:07:05:19	01:07:06:27	on story problems.
01:07:06:27	01:07:08:19	The strategies have to be taught
01:07:08:19	01:07:10:09	throughout the day.
01:07:10:09	01:07:12:05	>> You're going to sit with
01:07:12:05	01:07:13:17	a partner, shoulder to shoulder,
01:07:13:17	01:07:15:18	read a couple of pages.
01:07:15:18	01:07:16:24	Your partner is going
01:07:16:24	01:07:18:04	to put their thumb up
01:07:18:04	01:07:20:14	when they have a visualization.
01:07:20:14	01:07:22:01	And then, you can use
01:07:22:01	01:07:23:07	some of the questions that are
01:07:23:07	01:07:24:26	on this card to help you
01:07:24:26	01:07:27:14	ask your partner some questions.
01:07:27:14	01:07:28:21	The person who is doing
01:07:28:21	01:07:29:23	the visualizing
01:07:29:23	01:07:30:26	is going to write down
01:07:30:26	01:07:31:26	on the Post-It notes, just like
01:07:31:26	01:07:33:11	you did, some of the words
01:07:33:11	01:07:34:26	that brought those pictures
01:07:34:26	01:07:36:24	to their mind.
01:07:36:24	01:07:39:05	>> Long shadows stretched
01:07:39:05	01:07:46:12	over the entrance...
01:07:46:12	01:07:50:26	>> Every bend leading them
01:07:50:26	01:07:53:17	deeper into the dark forest.
01:07:53:17	01:07:54:20	>> Okay, I'm going to stop you
01:07:54:20	01:07:55:22	right there.
01:07:55:22	01:07:55:22	Hunter, I didn't see your thumb
	01:07:59:04	go up while Bradley was reading.
01:07:59:04	01:08:00:07	Did you not get any pictures
01:08:00:07	01:08:01:10	in your mind?
01:08:01:10	01:08:03:06	You didn't?
01:08:03:06	01:08:05:19	Sometimes, when we're reading,
01:08:05:19	01:08:06:24	if we're not getting
01:08:06:24	01:08:08:09	any pictures, we have to stop
01:08:08:09	01:08:10:04	and say, "Bradley,
01:08:10:04	01:08:11:28	could we start over?"
01:08:11:28	01:08:13:07	Because you want to be seeing
01:08:13:07	01:08:15:08	some pictures on every page.
01:08:15:08	01:08:16:24	And a good reader thinks,
01:08:16:24	01:08:18:12	"Am I seeing pictures?"
01:08:18:12	01:08:19:26	If you're not seeing pictures,
01:08:19:26	01:08:22:04	ask yourself why.
01:08:22:04	01:08:23:08	>> Can you connect the words
01:08:23:08	01:08:25:18	to your own experiences?
01:08:25:18	01:08:27:06	>> 'Cause when my dad and I
01:08:27:06	01:08:29:24	went camping, we would see
01:08:29:24	01:08:32:06	fireflies, and my brother and I
01:08:32:06	01:08:35:05	would try to catch some.
01:08:35:05	01:08:36:05	>> Cool.
01:08:36:05	01:08:39:16	>> What sounds do you hear?
01:08:39:16	01:08:40:28	>> Um, like a whistling
01:08:40:28	01:08:44:09	of the wind.
01:08:44:09	01:08:47:10	And thin, little cracks crawling
01:08:47:10	01:08:50:05	up the wall, like crackling
01:08:50:05	01:08:52:00	when you're walking.
01:08:52:00	01:08:54:25	>> Write down "crackle."
01:08:54:25	01:08:56:00	>> What about you, what informs
01:08:56:00	01:08:57:05	your thinking as a lifelong
01:08:57:05	01:08:58:26	learner in this profession?
01:08:58:26	01:08:59:27	>> Pulling from the people
01:08:59:27	01:09:01:05	who are the experts,
01:09:01:05	01:09:02:23	and taking from them
01:09:02:23	01:09:04:18	what is you as a teacher,
01:09:04:18	01:09:06:00	taking from them what fits
01:09:06:00	01:09:08:02	into your day and your routine
01:09:08:02	01:09:09:19	and your teaching style.
01:09:09:19	01:09:10:16	>> You have to keep up
01:09:10:16	01:09:12:23	with what's current.
01:09:12:23	01:09:14:18	I graduated from undergrad
01:09:14:18	01:09:16:17	15 years ago.
01:09:16:17	01:09:18:11	A lot has changed.
01:09:18:11	01:09:19:20	You've got to read.
01:09:19:20	01:09:20:24	It has to be a part
01:09:20:24	01:09:21:29	of who you are.
01:09:21:29	01:09:23:22	And you need to find someone
01:09:23:22	01:09:25:10	that you can connect with.
01:09:25:10	01:09:26:09	You need to join
01:09:26:09	01:09:27:11	professional reading groups.
01:09:27:11	01:09:28:13	You need to be part of
01:09:28:13	01:09:31:11	the state reading association.
01:09:31:11	01:09:33:22	You need to find workshops
01:09:33:22	01:09:35:17	that you can go to.
01:09:35:17	01:09:36:16	>> It was a pleasure
01:09:36:16	01:09:37:27	being in your classroom today.
01:09:37:27	01:09:39:11	It was very apparent
01:09:39:11	01:09:40:20	that you do inform your thinking
01:09:40:20	01:09:42:18	by staying current in the field.
01:09:42:18	01:09:44:20	Thank you.