00:00:00:00	00:00:01:03	>> How do students use
00:00:01:03	00:00:02:02	evaluating to get into
00:00:02:02	00:00:03:02	the book?
00:00:03:02	00:00:04:07	Let's get Behind the Lesson
00:00:04:07	00:00:05:15	and see how teachers
00:00:05:15	00:00:07:19	make this happen.
00:00:07:19	00:00:09:06	>> We're keeping a reading log
00:00:09:06	00:00:10:19	so we know everything we read.
00:00:10:19	00:00:11:29	Jeff, the last one?
00:00:11:29	00:00:13:04	>> Write a reading response
00:00:13:04	00:00:14:26	every week.
00:00:14:26	00:00:15:25	>> Any questions about
00:00:15:25	00:00:18:29	the expectations today?
00:00:18:29	00:00:20:00	And I'm going to meet with
00:00:20:00	00:00:21:03	the reading group today,
00:00:21:03	00:00:22:09	with Rosie and Dumari,
00:00:22:09	00:00:24:18	and Ariana and Josh.
00:00:24:18	00:00:26:07	I want us to start by thinking
00:00:26:07	00:00:28:05	about some prior knowledge, some
00:00:28:05	00:00:29:22	things that we already know.
00:00:29:22	00:00:30:26	I want you to think about
00:00:30:26	00:00:32:16	when Clyde Clark came to visit.
00:00:32:16	00:00:34:08	What were some of those
00:00:34:08	00:00:35:15	inventions from the past?
00:00:35:15	00:00:36:19	Those inventions that were
00:00:36:19	00:00:37:26	invented by African American
00:00:37:26	00:00:39:12	people.
00:00:39:12	00:00:40:27	What do you remember Dumari?
00:00:40:27	00:00:42:19	>> The grease.
00:00:42:19	00:00:43:29	>> The hair grease,
00:00:43:29	00:00:45:21	wasn't that cool?
00:00:45:21	00:00:46:20	Josh, do you remember
00:00:46:20	00:00:48:00	an invention from the past?
00:00:48:00	00:00:49:17	>> The gas mask.
00:00:49:17	00:00:51:00	>> The gas mask, yeah.
00:00:51:00	00:00:52:16	Those were some cool inventions
00:00:52:16	00:00:53:26	from the past.
00:00:53:26	00:00:55:16	"Time for Kids" has a special
00:00:55:16	00:00:56:21	issue that we're going to
00:00:56:21	00:00:58:04	look at today, that's about
00:00:58:04	00:01:00:17	inventions from right now,
00:01:00:17	00:01:02:00	from today.
00:01:02:00	00:01:03:04	>> Let's talk a little bit
00:01:03:04	00:01:04:06	about the lesson today.
00:01:04:06	00:01:05:21	What was your primary objective?
00:01:05:21	00:01:07:07	>> We've just newly learned
00:01:07:07	00:01:08:23	the strategy of evaluating.
00:01:08:23	00:01:09:28	It was just to kind of continue
00:01:09:28	00:01:11:16	practicing using that strategy
00:01:11:16	00:01:13:11	to get that language out there,
00:01:13:11	00:01:15:07	of criteria, and evaluating.
00:01:15:07	00:01:16:16	To get them to understand
00:01:16:16	00:01:17:22	what that strategy means,
00:01:17:22	00:01:19:03	what kind of thinking that is
00:01:19:03	00:01:20:14	when they're evaluating.
00:01:20:14	00:01:21:24	Here we have these brand new
00:01:21:24	00:01:24:06	inventions that "Time for Kids"
00:01:24:06	00:01:25:19	thinks the kids are going to
00:01:25:19	00:01:27:26	think are pretty cool.
00:01:27:26	00:01:29:09	We're going to evaluate these
00:01:29:09	00:01:30:16	inventions and we're going
00:01:30:16	00:01:32:01	to decide if you think
00:01:32:01	00:01:33:27	they're pretty cool.
00:01:33:27	00:01:35:12	We're going to use criteria
00:01:35:12	00:01:37:10	to do that.
00:01:37:10	00:01:39:10	Now these are some of the ideas
00:01:39:10	00:01:41:00	that you came up with,
00:01:41:00	00:01:44:05	and I added a couple of my own.
00:01:44:05	00:01:45:16	You told me if an invention
00:01:45:16	00:01:47:06	is a cool invention,
00:01:47:06	00:01:49:05	it's a robot.
00:01:49:05	00:01:50:22	Kids think it's a cool invention
00:01:50:22	00:01:52:17	if you can buy it,
00:01:52:17	00:01:53:24	if you can afford to buy it.
00:01:53:24	00:01:54:27	They think it's cool
00:01:54:27	00:01:56:00	if it makes life easier,
00:01:56:00	00:01:57:04	or you guys think it's cool
00:01:57:04	00:01:58:12	if it makes life easier.
00:01:58:12	00:01:59:20	If it's fun to use.
00:01:59:20	00:02:01:01	And you think it's cool
00:02:01:01	00:02:02:04	if it's a toy.
00:02:02:04	00:02:03:10	So you sort of evaluated.
00:02:03:10	00:02:04:19	You thought of some criteria
00:02:04:19	00:02:05:27	for what would make
00:02:05:27	00:02:07:21	a cool invention.
00:02:07:21	00:02:09:26	Today, we're going to take
00:02:09:26	00:02:12:22	a closer look at this issue
00:02:12:22	00:02:15:06	of "Time for Kids," which is
00:02:15:06	00:02:17:27	focused all on cool inventions
00:02:17:27	00:02:19:21	of 2005.
00:02:19:21	00:02:21:00	You can really go through this
00:02:21:00	00:02:22:16	in any order that you like.
00:02:22:16	00:02:23:24	While you're going through it,
00:02:23:24	00:02:25:04	I'd like you to make sure that
00:02:25:04	00:02:27:13	you read about each invention,
00:02:27:13	00:02:28:20	and think about
00:02:28:20	00:02:30:20	what is the invention called
00:02:30:20	00:02:32:11	and what is it that it does.
00:02:32:11	00:02:33:16	I want you to notice
00:02:33:16	00:02:35:02	the bold red print, because
00:02:35:02	00:02:36:12	that's going to help you find
00:02:36:12	00:02:38:13	the name of the invention.
00:02:38:13	00:02:40:00	>> "It can also provide
00:02:40:00	00:02:41:19	clean drinking water
00:02:41:19	00:02:44:29	for survivors of hurricanes
00:02:44:29	00:02:48:03	or other disasters."
00:02:48:03	00:02:49:05	>> Tell me, what's the name
00:02:49:05	00:02:50:07	of that invention?
00:02:50:07	00:02:51:08	>> LifeStraw.
00:02:51:08	00:02:52:13	>> And what does it do?
00:02:52:13	00:02:53:16	>> It helps you
00:02:53:16	00:02:55:13	from getting sick.
00:02:55:13	00:02:56:28	It helps you from getting sick.
00:02:56:28	00:02:58:01	>> How does it help you
00:02:58:01	00:02:59:12	from getting sick?
00:02:59:12	00:03:01:14	>> The straw uses seven types
00:03:01:14	00:03:03:28	of filters to clean dirty water.
00:03:03:28	00:03:05:12	>> So they're cleaning the dirty
00:03:05:12	00:03:06:20	water, and then you can drink
00:03:06:20	00:03:08:22	the water that used to be dirty
00:03:08:22	00:03:10:17	and is now clean.
00:03:10:17	00:03:12:26	What do you think about that?
00:03:12:26	00:03:14:20	>> It's cool.
00:03:14:20	00:03:15:24	>> You also dropped in
00:03:15:24	00:03:16:29	on all your kids.
00:03:16:29	00:03:18:06	You listened to each one of them
00:03:18:06	00:03:19:21	read orally for a few minutes.
00:03:19:21	00:03:21:00	Tell us what you're doing there.
00:03:21:00	00:03:22:10	>> I'm doing a running record.
00:03:22:10	00:03:24:00	I'm just looking for what words
00:03:24:00	00:03:25:25	they can read, whether they're
00:03:25:25	00:03:28:06	paying attention to punctuation,
00:03:28:06	00:03:29:25	whether they're reading
00:03:29:25	00:03:31:03	fluently.
00:03:31:03	00:03:32:12	If I notice they miss four
00:03:32:12	00:03:34:17	or five words, I want to
00:03:34:17	00:03:35:24	make sure to have a discussion
00:03:35:24	00:03:37:00	and see whether they understood
00:03:37:00	00:03:38:09	the gist anyway,
00:03:38:09	00:03:39:14	whether they need more support
00:03:39:14	00:03:41:02	with that section.
00:03:41:02	00:03:42:15	I showed you something like this
00:03:42:15	00:03:43:23	when we made the criteria
00:03:43:23	00:03:45:11	for what makes a good book.
00:03:45:11	00:03:47:00	Do you remember that?
00:03:47:00	00:03:48:10	Well, this is criteria
00:03:48:10	00:03:51:02	for what makes a cool invention.
00:03:51:02	00:03:52:06	Now most reading programs
00:03:52:06	00:03:53:11	are sort of driven by things
00:03:53:11	00:03:54:17	in book format, but you
00:03:54:17	00:03:55:26	deliberately chose what I would
00:03:55:26	00:03:57:13	call an alternative text.
00:03:57:13	00:03:58:17	>> I chose the "New Scoop"
00:03:58:17	00:04:00:06	edition of "Time for Kids,"
00:04:00:06	00:04:01:13	which is geared towards
00:04:01:13	00:04:02:20	second and third grade
00:04:02:20	00:04:04:03	reading levels.
00:04:04:03	00:04:05:23	I chose that intentionally,
00:04:05:23	00:04:07:00	because it's a little below
00:04:07:00	00:04:08:23	most of their reading levels.
00:04:08:23	00:04:10:05	I wanted them to be focusing
00:04:10:05	00:04:11:23	on the strategy use and not
00:04:11:23	00:04:14:22	the decoding of the reading.
00:04:14:22	00:04:16:16	I chose "Time for Kids"
00:04:16:16	00:04:17:22	specifically because kids
00:04:17:22	00:04:18:29	really enjoy it.
00:04:18:29	00:04:20:11	When the new issue comes,
00:04:20:11	00:04:21:23	they're just really excited.
00:04:21:23	00:04:22:27	I think it's important for kids
00:04:22:27	00:04:23:29	to stay on top of
00:04:23:29	00:04:25:04	current events.
00:04:25:04	00:04:26:15	And it's a way to do it that
00:04:26:15	00:04:27:18	I think is a little more
00:04:27:18	00:04:28:25	engaging than the newspaper
00:04:28:25	00:04:30:06	and a little more accessible.
00:04:30:06	00:04:31:07	Is it a toy?
00:04:31:07	00:04:32:18	>> No.
00:04:32:18	00:04:33:20	>> Let's evaluate
00:04:33:20	00:04:34:24	the LandRollers.
00:04:34:24	00:04:36:07	Is it transportation?
00:04:36:07	00:04:38:10	>> Yeah!
00:04:38:10	00:04:39:18	>> Are they affordable?
00:04:39:18	00:04:40:13	>> No.
00:04:40:13	00:04:41:10	>> Yes.
00:04:41:10	00:04:42:06	>> No.
00:04:42:06	00:04:43:09	>> If you have enough money.
00:04:43:09	00:04:44:21	>> What do we know about
00:04:44:21	00:04:46:16	whether they're affordable?
00:04:46:16	00:04:47:15	What do we know about
00:04:47:15	00:04:48:19	how much they cost?
00:04:48:19	00:04:50:18	>> Two hundred forty-nine bucks,
00:04:50:18	00:04:52:15	plus tax, I think.
00:04:52:15	00:04:54:09	>> Three hundred dollars.
00:04:54:09	00:04:55:11	>> So I hear you saying it
00:04:55:11	00:04:56:16	kind of depends on who you are
00:04:56:16	00:04:57:15	whether or not
00:04:57:15	00:04:58:19	you can afford it.
00:04:58:19	00:04:59:18	People might answer
00:04:59:18	00:05:00:21	that question differently.
00:05:00:21	00:05:01:24	How would you like us
00:05:01:24	00:05:03:16	to answer it today?
00:05:03:16	00:05:04:19	Is that affordable?
00:05:04:19	00:05:05:29	>> Yes.
00:05:05:29	00:05:07:11	>> Do LandRollers
00:05:07:11	00:05:09:01	make life easier?
00:05:09:01	00:05:10:23	>> Yes, because they help you
00:05:10:23	00:05:13:14	not trip on the sidewalk
00:05:13:14	00:05:15:27	with the cracks.
00:05:15:27	00:05:16:28	>> Okay, I like how you
00:05:16:28	00:05:18:07	went right back to the text
00:05:18:07	00:05:19:18	to look for that detail.
00:05:19:18	00:05:21:17	Does it make life safer?
00:05:21:17	00:05:22:25	>> Yes, because you won't
00:05:22:25	00:05:24:10	get your knee and stuff
00:05:24:10	00:05:26:27	all busted up.
00:05:26:27	00:05:28:08	>> Is it fun to have and use?
00:05:28:08	00:05:29:13	>> Yeah.
00:05:29:13	00:05:30:15	>> Dang!
00:05:30:15	00:05:31:17	>> Look at that, we really
00:05:31:17	00:05:32:20	thought that pretty cool.
00:05:32:20	00:05:33:29	>> That almost, like, won!
00:05:33:29	00:05:35:04	>> What's Nuvo?
00:05:35:04	00:05:37:07	>> Nuvo can dance
00:05:37:07	00:05:39:28	and play music and shake hands.
00:05:39:28	00:05:41:06	>> Yeah, I think that's
00:05:41:06	00:05:42:20	a beautiful summary.
00:05:42:20	00:05:43:24	He can dance and shake hands
00:05:43:24	00:05:45:12	and play music.
00:05:45:12	00:05:46:15	Well, there's more details,
00:05:46:15	00:05:47:29	but he gave us a nice summary.
00:05:47:29	00:05:49:08	>> I think what was interesting
00:05:49:08	00:05:50:17	was it was a guided reading
00:05:50:17	00:05:51:25	lesson, but all the focus wasn't
00:05:51:25	00:05:53:12	on oral reading and word level.
00:05:53:12	00:05:54:21	There was a lot of attention
00:05:54:21	00:05:56:07	to comprehension strategy.
00:05:56:07	00:05:57:11	How important is that
00:05:57:11	00:05:58:22	for third graders?
00:05:58:22	00:06:00:29	>> I think it's very important.
00:06:00:29	00:06:02:06	I think it's that year
00:06:02:06	00:06:03:10	you hear people say a lot,
00:06:03:10	00:06:04:23	you go from learning to read,
00:06:04:23	00:06:06:16	to reading to learn.
00:06:06:16	00:06:08:10	Most of my kids have got
00:06:08:10	00:06:10:04	the phonetic abilities down
00:06:10:04	00:06:11:18	and so I'm just trying to
00:06:11:18	00:06:13:23	build fluency and understanding.
00:06:13:23	00:06:14:21	I want you to take it
00:06:14:21	00:06:15:24	a step further.
00:06:15:24	00:06:17:05	Close your magazine
00:06:17:05	00:06:20:23	and look at the cover.
00:06:20:23	00:06:23:02	What I want you to think about
00:06:23:02	00:06:25:26	is this magazine,
00:06:25:26	00:06:27:12	this "Time for Kids,"
00:06:27:12	00:06:30:26	the coolest inventions of 2005.
00:06:30:26	00:06:32:21	Overall, as a whole magazine,
00:06:32:21	00:06:34:05	how do you think they did
00:06:34:05	00:06:35:23	in choosing inventions
00:06:35:23	00:06:37:11	that were cool?
00:06:37:11	00:06:38:22	Do you think that
00:06:38:22	00:06:41:06	"Time for Kids" did a good job
00:06:41:06	00:06:43:08	in making this magazine?
00:06:43:08	00:06:45:00	What do you think they did well?
00:06:45:00	00:06:46:10	Or, do you think there were
00:06:46:10	00:06:47:14	some things they could have
00:06:47:14	00:06:48:28	done better?
00:06:48:28	00:06:49:29	>> They could have done
00:06:49:29	00:06:51:15	the prices on every single one.
00:06:51:15	00:06:52:28	>> Dumari's saying it would have
00:06:52:28	00:06:54:04	been nice if the magazine
00:06:54:04	00:06:55:09	had included the price
00:06:55:09	00:06:56:20	of every invention.
00:06:56:20	00:06:57:22	>> Yeah.
00:06:57:22	00:06:59:00	>> Why don't you think about
00:06:59:00	00:07:00:08	something we talked about
00:07:00:08	00:07:01:11	at the beginning.
00:07:01:11	00:07:02:16	When Clyde Clark came, and
00:07:02:16	00:07:03:18	he shared all those inventions
00:07:03:18	00:07:04:22	with us, did he talk about
00:07:04:22	00:07:06:00	who had invented all of those
00:07:06:00	00:07:07:02	things, and that all
00:07:07:02	00:07:08:05	of those things had been
00:07:08:05	00:07:09:12	invented by African Americans?
00:07:09:12	00:07:10:12	>> Yes.
00:07:10:12	00:07:11:14	>> Do you think it would be
00:07:11:14	00:07:12:21	interesting to know information
00:07:12:21	00:07:13:21	about who made
00:07:13:21	00:07:15:15	these inventions here?
00:07:15:15	00:07:17:25	Why would that be interesting?
00:07:17:25	00:07:19:20	>> Because, if you know who the
00:07:19:20	00:07:21:29	person was, then you would say--
00:07:21:29	00:07:24:12	or if it was your friend, or
00:07:24:12	00:07:26:04	something, then you could ask
00:07:26:04	00:07:27:29	them, "How do you make those?"
00:07:27:29	00:07:28:29	And they'll teach you
00:07:28:29	00:07:29:29	how to make them.
00:07:29:29	00:07:31:01	Then you'll learn,
00:07:31:01	00:07:32:16	and you'll become popular
00:07:32:16	00:07:35:18	of becoming to make something.
00:07:35:18	00:07:36:26	>> Okay.
00:07:36:26	00:07:38:02	>> Working with a small group
00:07:38:02	00:07:39:22	was effective, because
00:07:39:22	00:07:41:27	your other kids are so well
00:07:41:27	00:07:44:00	engaged independently.
00:07:44:00	00:07:45:06	Can you talk a little bit
00:07:45:06	00:07:46:19	about how you lay a foundation
00:07:46:19	00:07:47:22	for that independence,
00:07:47:22	00:07:48:25	that self regulation.
00:07:48:25	00:07:51:02	What do you do to foster that?
00:07:51:02	00:07:52:08	>> We do some modeling of it
00:07:52:08	00:07:53:24	with fishbowl modeling.
00:07:53:24	00:07:54:28	You know, where I'd have
00:07:54:28	00:07:55:29	a couple kids come up
00:07:55:29	00:07:57:13	and I use a timer, and we'd
00:07:57:13	00:07:58:26	kind of watch.
00:07:58:26	00:07:59:29	What does it look like when
00:07:59:29	00:08:01:08	somebody reads uninterrupted
00:08:01:08	00:08:02:17	for five minutes?
00:08:02:17	00:08:04:01	Then we just keep adding time.
00:08:04:01	00:08:05:10	Then, we try it.
00:08:05:10	00:08:07:03	Then we talk about what to do
00:08:07:03	00:08:09:00	so you can sustain it.
00:08:09:00	00:08:10:20	I want you to think
00:08:10:20	00:08:12:09	like inventors and think about
00:08:12:09	00:08:15:22	the future.
00:08:15:22	00:08:17:06	This is just a prompt that
00:08:17:06	00:08:18:13	you're going to take with you
00:08:18:13	00:08:19:15	for writing.
00:08:19:15	00:08:20:24	I want you to think about
00:08:20:24	00:08:22:17	how you would look at some
00:08:22:17	00:08:24:24	really common inventions
00:08:24:24	00:08:26:14	that we use every day,
00:08:26:14	00:08:28:11	and how you could evaluate these
00:08:28:11	00:08:29:24	and decide how you could
00:08:29:24	00:08:31:06	make them better.
00:08:31:06	00:08:32:19	Inventors look at something
00:08:32:19	00:08:34:19	and they use criteria.
00:08:34:19	00:08:35:19	And they evaluate it,
00:08:35:19	00:08:36:25	and they think about what's good
00:08:36:25	00:08:38:02	and what could be better
00:08:38:02	00:08:40:05	and how they could change it.
00:08:40:05	00:08:41:03	You're going to be
00:08:41:03	00:08:42:04	the future generation.
00:08:42:04	00:08:43:06	I'm really looking forward
00:08:43:06	00:08:44:19	to what you are going to use
00:08:44:19	00:08:45:29	your critical thinking skills
00:08:45:29	00:08:48:02	to invent.
00:08:48:02	00:08:49:11	>> How would you follow up
00:08:49:11	00:08:50:26	what you did today?
00:08:50:26	00:08:52:07	What do you see as the next step
00:08:52:07	00:08:54:02	for the students that
00:08:54:02	00:08:55:15	you were working with, or
00:08:55:15	00:08:57:20	for the strategy of evaluation?
00:08:57:20	00:08:58:21	>> I'm still not sure they were
00:08:58:21	00:09:00:07	understanding the idea
00:09:00:07	00:09:01:13	of actually evaluating
00:09:01:13	00:09:02:22	the "Time for Kids"
00:09:02:22	00:09:04:17	as a magazine.
00:09:04:17	00:09:05:20	You now, they kept going
00:09:05:20	00:09:06:23	on this tangent of wanting
00:09:06:23	00:09:07:27	to talk about
00:09:07:27	00:09:09:09	the actual inventions.
00:09:09:09	00:09:10:18	So, maybe find some texts
00:09:10:18	00:09:12:04	that were similar and just
00:09:12:04	00:09:13:26	sort of repeat the process.
00:09:13:26	00:09:15:06	I guess, look for texts that
00:09:15:06	00:09:16:26	would lend themselves towards
00:09:16:26	00:09:20:00	similar type discussions.
00:09:20:00	00:09:21:16	>> Let me just say, as somebody
00:09:21:16	00:09:22:22	who's really watched
00:09:22:22	00:09:24:08	guided reading in a lot
00:09:24:08	00:09:25:12	of classrooms,
00:09:25:12	00:09:26:15	it's very interesting to see
00:09:26:15	00:09:27:19	how you handled this kind
00:09:27:19	00:09:28:27	of a lesson with alternative
00:09:28:27	00:09:30:18	text and third graders.
00:09:30:18	00:09:31:20	Very interesting.
00:09:31:20	00:09:32:20	Thank you.
00:09:32:20	00:09:34:04	>> Thank you.