00:00:00:00	00:00:01:07	>> How do students use inferring
00:00:01:07	00:00:02:20	to get into the book?
00:00:02:20	00:00:04:02	Let's go Behind the Lesson
00:00:04:02	00:00:05:13	and see how teachers
00:00:05:13	00:00:07:16	make this happen.
00:00:07:16	00:00:09:17	>> I want you to take a look
00:00:09:17	00:00:11:01	at me, because you don't really
00:00:11:01	00:00:12:05	know who I am.
00:00:12:05	00:00:13:10	But I'm giving you some
00:00:13:10	00:00:14:19	"right there" clues.
00:00:14:19	00:00:15:27	So, one of the things that's
00:00:15:27	00:00:17:26	really noticeable about me,
00:00:17:26	00:00:19:00	especially if you look
00:00:19:00	00:00:20:25	right up around here
00:00:20:25	00:00:24:04	is that I have glasses.
00:00:24:04	00:00:25:15	So, let's all write that word
00:00:25:15	00:00:26:26	in box number one
00:00:26:26	00:00:28:24	on the "right there" side.
00:00:28:24	00:00:30:19	Glasses.
00:00:30:19	00:00:32:08	>> In watching your lesson,
00:00:32:08	00:00:33:22	what were the goals?
00:00:33:22	00:00:34:28	What were you trying
00:00:34:28	00:00:36:05	to accomplish today?
00:00:36:05	00:00:37:22	>> This lesson really operated
00:00:37:22	00:00:39:01	on two different levels.
00:00:39:01	00:00:40:12	If we looked first at
00:00:40:12	00:00:42:09	the student goals, the idea
00:00:42:09	00:00:46:00	was to teach about inferencing.
00:00:46:00	00:00:47:19	Then at the same time,
00:00:47:19	00:00:49:00	since we had teachers
00:00:49:00	00:00:50:06	watching the lesson,
00:00:50:06	00:00:52:04	we were trying to model
00:00:52:04	00:00:53:21	some best practices
00:00:53:21	00:00:54:25	as they related
00:00:54:25	00:00:56:12	to comprehension instruction.
00:00:56:12	00:00:58:27	Now, I want you to take a look
00:00:58:27	00:01:00:09	at me and see if you can
00:01:00:09	00:01:01:24	figure out one more
00:01:01:24	00:01:03:02	"right there" clue.
00:01:03:02	00:01:04:04	Don't write it down,
00:01:04:04	00:01:05:15	just think it in your head.
00:01:05:15	00:01:06:21	One more thing about me
00:01:06:21	00:01:07:22	that's right there,
00:01:07:22	00:01:09:06	that you can notice.
00:01:09:06	00:01:10:14	>> White teeth.
00:01:10:14	00:01:11:28	>> He has white teeth, okay.
00:01:11:28	00:01:13:00	I'm going to take that one,
00:01:13:00	00:01:14:01	because that's
00:01:14:01	00:01:15:12	a pretty nice one.
00:01:15:12	00:01:16:20	Okay.
00:01:16:20	00:01:18:11	Now, what I want you do to is,
00:01:18:11	00:01:19:13	those are the clues
00:01:19:13	00:01:20:20	that are right there.
00:01:20:20	00:01:22:17	But if you think a little bit.
00:01:22:17	00:01:24:01	If you search your brain
00:01:24:01	00:01:25:12	just a little bit.
00:01:25:12	00:01:27:03	Each of those right there clues
00:01:27:03	00:01:29:26	stands for something.
00:01:29:26	00:01:32:12	You can infer something about me
00:01:32:12	00:01:33:16	from one of those
00:01:33:16	00:01:35:07	right there clues, okay?
00:01:35:07	00:01:37:01	So, for example,
00:01:37:01	00:01:38:11	if you're looking at somebody
00:01:38:11	00:01:40:16	who has glasses,
00:01:40:16	00:01:42:23	you might infer that
00:01:42:23	00:01:48:26	that person has poor eyesight.
00:01:48:26	00:01:50:10	Now, let's all think about
00:01:50:10	00:01:52:03	that clue that Dakota had
00:01:52:03	00:01:53:02	about me.
00:01:53:02	00:01:55:15	He says I have white teeth.
00:01:55:15	00:01:57:11	That's the right there clue.
00:01:57:11	00:01:58:22	But now I'm trying to think
00:01:58:22	00:01:59:29	and search a little bit.
00:01:59:29	00:02:01:07	What would that mean
00:02:01:07	00:02:02:23	if somebody has white teeth?
00:02:02:23	00:02:04:26	What does that mean?
00:02:04:26	00:02:06:12	It's not right there.
00:02:06:12	00:02:07:22	But if you think and search,
00:02:07:22	00:02:10:29	you can infer something.
00:02:10:29	00:02:12:11	I see some people are already
00:02:12:11	00:02:13:23	checking with their neighbors.
00:02:13:23	00:02:14:24	Go ahead, check
00:02:14:24	00:02:15:29	with your neighbors.
00:02:15:29	00:02:17:06	See what they're thinking.
00:02:17:06	00:02:19:24	What's the right there clue?
00:02:19:24	00:02:21:09	Scott, what would you infer?
00:02:21:09	00:02:23:11	>> Um, you take good care
00:02:23:11	00:02:24:28	of your teeth.
00:02:24:28	00:02:26:18	>> Excellent, okay.
00:02:26:18	00:02:27:17	Now, let me show you
00:02:27:17	00:02:30:22	a few things I brought in.
00:02:30:22	00:02:31:25	I brought this thing.
00:02:31:25	00:02:33:00	I'm not going to say much
00:02:33:00	00:02:34:10	about it.
00:02:34:10	00:02:36:12	I want you to use your skills
00:02:36:12	00:02:39:25	and strategies.
00:02:39:25	00:02:41:02	What can you infer
00:02:41:02	00:02:44:10	from my passport about me?
00:02:44:10	00:02:45:28	Don't tell me.
00:02:45:28	00:02:47:26	Tell your neighbor first, okay?
00:02:47:26	00:02:49:06	What would you infer
00:02:49:06	00:02:52:06	from my passport about me?
00:02:52:06	00:02:53:18	>> I notice that you use
00:02:53:18	00:02:54:23	a technique called
00:02:54:23	00:02:55:27	think-pair-share.
00:02:55:27	00:02:57:03	Why do you use that
00:02:57:03	00:02:58:11	with your kids?
00:02:58:11	00:02:59:25	>> What I was trying to do
00:02:59:25	00:03:01:20	was to break out of the cycle
00:03:01:20	00:03:03:13	of teacher talks or asks
00:03:03:13	00:03:05:09	a question, a student responds,
00:03:05:09	00:03:06:27	teacher evaluates.
00:03:06:27	00:03:08:15	But you hardly ever see
00:03:08:15	00:03:09:22	interaction that goes
00:03:09:22	00:03:10:27	student to student.
00:03:10:27	00:03:12:03	Effective teachers have
00:03:12:03	00:03:13:08	high level of engagement.
00:03:13:08	00:03:14:19	And I think you have to be
00:03:14:19	00:03:16:03	very intentional about trying
00:03:16:03	00:03:17:09	to guarantee those levels
00:03:17:09	00:03:18:12	of engagement.
00:03:18:12	00:03:19:21	Otherwise kids disengage
00:03:19:21	00:03:21:06	fairly quickly.
00:03:21:06	00:03:22:12	Again, you'll notice
00:03:22:12	00:03:23:27	that they all had a simple
00:03:23:27	00:03:25:11	graphic organizer for
00:03:25:11	00:03:27:08	keeping track of their clues
00:03:27:08	00:03:28:28	and their inferences
00:03:28:28	00:03:30:17	from the very beginning
00:03:30:17	00:03:32:00	of the lesson, so that there was
00:03:32:00	00:03:33:09	this paper trail where they
00:03:33:09	00:03:34:22	had to write down ideas.
00:03:34:22	00:03:35:26	How about this guy?
00:03:35:26	00:03:38:09	R-O-N-A-L-D.
00:03:38:09	00:03:40:22	>> He likes to travel?
00:03:40:22	00:03:41:27	>> A good way to put it,
00:03:41:27	00:03:43:01	Ronald, okay.
00:03:43:01	00:03:44:05	How many people would agree
00:03:44:05	00:03:45:19	with him on that one?
00:03:45:19	00:03:47:12	Okay, you did nail that one.
00:03:47:12	00:03:49:08	I love to travel.
00:03:49:08	00:03:50:12	But I'll use your word:
00:03:50:12	00:03:52:05	"Likes to travel."
00:03:52:05	00:03:53:15	>> You showed us a lesson plan.
00:03:53:15	00:03:54:17	Can you tell us about
00:03:54:17	00:03:55:29	the importance of that?
00:03:55:29	00:03:57:06	>> I think it's very critical
00:03:57:06	00:03:58:12	to be intentional about what
00:03:58:12	00:03:59:16	it is you're trying
00:03:59:16	00:04:00:28	to accomplish every single day.
00:04:00:28	00:04:02:01	And by intentional,
00:04:02:01	00:04:03:05	I don't mean inflexible.
00:04:03:05	00:04:04:07	I think you still have to
00:04:04:07	00:04:05:16	kind of follow the flow
00:04:05:16	00:04:06:21	of your students.
00:04:06:21	00:04:07:26	But you should walk in
00:04:07:26	00:04:09:01	clearly knowing what it is
00:04:09:01	00:04:10:05	you're going to do
00:04:10:05	00:04:11:27	and why you're going to do it.
00:04:11:27	00:04:13:05	When you're inferring,
00:04:13:05	00:04:14:16	we like to say that
00:04:14:16	00:04:15:25	instead of looking just at
00:04:15:25	00:04:17:15	the right there, you have to
00:04:17:15	00:04:19:11	kind of think and search.
00:04:19:11	00:04:20:19	You have to do
00:04:20:19	00:04:21:26	what some people call
00:04:21:26	00:04:25:03	"reading between the lines."
00:04:25:03	00:04:26:06	But what if I was a character
00:04:26:06	00:04:27:11	in a book?
00:04:27:11	00:04:28:13	Where would you get
00:04:28:13	00:04:30:25	all those right there clues?
00:04:30:25	00:04:32:09	>> From the pictures.
00:04:32:09	00:04:33:09	>> You might get them
00:04:33:09	00:04:34:08	from the pictures.
00:04:34:08	00:04:35:07	Where else do you get
00:04:35:07	00:04:36:11	right there clues?
00:04:36:11	00:04:37:11	>> The words.
00:04:37:11	00:04:38:13	>> Right.
00:04:38:13	00:04:39:16	So, when you're in a book,
00:04:39:16	00:04:40:18	you have to infer from the
00:04:40:18	00:04:41:22	pictures, you have to infer
00:04:41:22	00:04:42:23	from the words.
00:04:42:23	00:04:43:26	And we're going to practice
00:04:43:26	00:04:44:28	that a little bit today.
00:04:44:28	00:04:46:05	"It is important to love
00:04:46:05	00:04:47:05	where you live.
00:04:47:05	00:04:48:06	And Solomon Singer
00:04:48:06	00:04:49:23	loved where he lived not at all.
00:04:49:23	00:04:50:27	And this is what drove him
00:04:50:27	00:04:52:22	out into the streets each night.
00:04:52:22	00:04:54:11	It was dreams of balconies
00:04:54:11	00:04:55:17	and purple walls
00:04:55:17	00:04:57:15	that took him to the street.
00:04:57:15	00:05:00:27	Solomon Singer wandered."
00:05:00:27	00:05:03:06	Now, let's see if we can do
00:05:03:06	00:05:04:24	some inferencing
00:05:04:24	00:05:06:28	about Solomon Singer.
00:05:06:28	00:05:08:00	We did some inferencing
00:05:08:00	00:05:09:05	about me, but let's see
00:05:09:05	00:05:10:09	if we can do it for a character
00:05:10:09	00:05:12:06	in the book.
00:05:12:06	00:05:14:19	Now, I think I can infer
00:05:14:19	00:05:18:27	something about Solomon Singer.
00:05:18:27	00:05:19:29	And I'm going to use just
00:05:19:29	00:05:21:05	one word, but you could use
00:05:21:05	00:05:22:07	a couple different words
00:05:22:07	00:05:24:19	that mean about the same thing.
00:05:24:19	00:05:26:01	This character in this book
00:05:26:01	00:05:30:07	seems unhappy.
00:05:30:07	00:05:31:26	So, the right there kind of clue
00:05:31:26	00:05:34:23	was he did not like
00:05:34:23	00:05:42:25	where he lived at all.
00:05:42:25	00:05:44:10	>> Indiana was mixed
00:05:44:10	00:05:46:04	into his blood.
00:05:46:04	00:05:47:05	>> Ooh, isn't that a nice
00:05:47:05	00:05:48:10	way of saying it.
00:05:48:10	00:05:51:03	If it's mixed in your blood,
00:05:51:03	00:05:52:13	that's probably also a good
00:05:52:13	00:05:54:02	right there kind of clue.
00:05:54:02	00:05:54:29	So, let's write that one down.
00:05:54:29	00:05:56:13	That helps us out
00:05:56:13	00:05:58:12	with number ten.
00:05:58:12	00:05:59:21	The right there clue,
00:05:59:21	00:06:03:12	Indiana mixed into his blood.
00:06:03:12	00:06:05:04	And then, Ron, you did
00:06:05:04	00:06:06:20	some inferencing.
00:06:06:20	00:06:08:11	What was your inference?
00:06:08:11	00:06:10:00	If Indiana is where you grew up,
00:06:10:00	00:06:11:16	and it's mixed into your blood,
00:06:11:16	00:06:12:18	and now you're living
00:06:12:18	00:06:14:07	in New York City,
00:06:14:07	00:06:17:00	what would you infer?
00:06:17:00	00:06:18:19	>> He missed Indiana.
00:06:18:19	00:06:19:23	>> Ah, that's all you'd
00:06:19:23	00:06:21:14	have to write down there.
00:06:21:14	00:06:22:15	We're going to leave
00:06:22:15	00:06:23:22	Solomon Singer.
00:06:23:22	00:06:25:11	You've got four boxes left.
00:06:25:11	00:06:26:27	And I want you to do
00:06:26:27	00:06:28:20	some reading in your own books.
00:06:28:20	00:06:29:23	Let's see if we can take
00:06:29:23	00:06:31:11	what we've learned and
00:06:31:11	00:06:33:23	do it with our own books now.
00:06:33:23	00:06:34:24	>> Can you tell us about
00:06:34:24	00:06:36:19	the gradual release model?
00:06:36:19	00:06:37:21	>> If you look back through
00:06:37:21	00:06:38:28	the lesson, what you'll see
00:06:38:28	00:06:40:06	was it's very, very strong
00:06:40:06	00:06:41:15	on the front end in terms
00:06:41:15	00:06:42:25	of the teacher telling the kids
00:06:42:25	00:06:44:17	what it is they need to know
00:06:44:17	00:06:46:27	in order to do the strategy.
00:06:46:27	00:06:48:28	And then, a lot of modeling
00:06:48:28	00:06:51:07	of how to do the strategy,
00:06:51:07	00:06:53:02	inviting the kids in on
00:06:53:02	00:06:55:10	that modeling through
00:06:55:10	00:06:57:20	your specific questions.
00:06:57:20	00:06:58:20	So, you kind of
00:06:58:20	00:06:59:28	are working together
00:06:59:28	00:07:01:10	with the teacher prompting,
00:07:01:10	00:07:02:19	then letting the kids
00:07:02:19	00:07:03:28	take more responsibility for
00:07:03:28	00:07:06:18	the actual use of the strategy.
00:07:06:18	00:07:07:26	The kids are taking the lead,
00:07:07:26	00:07:09:01	but the teacher's still
00:07:09:01	00:07:10:05	helping.
00:07:10:05	00:07:11:10	And then finally and slowly
00:07:11:10	00:07:12:29	turning it over to the students.
00:07:12:29	00:07:15:03	Let's try to see if we can do
00:07:15:03	00:07:16:09	some inferencing with
00:07:16:09	00:07:17:29	the book that we're reading.
00:07:17:29	00:07:19:05	Use your sticky notes to mark
00:07:19:05	00:07:21:09	as you go along.
00:07:21:09	00:07:23:10	So let's try this one.
00:07:23:10	00:07:24:28	"I miss my mom."
00:07:24:28	00:07:26:13	That's right there in the book.
00:07:26:13	00:07:28:04	How do you think he's feeling?
00:07:28:04	00:07:29:02	>> Sad.
00:07:29:02	00:07:30:08	>> Yes.
00:07:30:08	00:07:31:12	See how you're inferencing
00:07:31:12	00:07:32:17	from him missing his mom?
00:07:32:17	00:07:33:17	Plus, here's another good
00:07:33:17	00:07:35:06	right there clue.
00:07:35:06	00:07:36:18	>> It's always a challenge
00:07:36:18	00:07:37:29	to assess while you're teaching.
00:07:37:29	00:07:39:02	How were you assessing
00:07:39:02	00:07:40:09	these kids?
00:07:40:09	00:07:41:28	>> I had a simple grid, where
00:07:41:28	00:07:43:18	I had some specific sorts
00:07:43:18	00:07:45:04	of things that I was looking for
00:07:45:04	00:07:46:16	and so as I wandered the room
00:07:46:16	00:07:47:23	and met with the student, I
00:07:47:23	00:07:49:12	wrote down that student's name.
00:07:49:12	00:07:50:18	And then I tried to quickly
00:07:50:18	00:07:51:24	sort of code whether they were
00:07:51:24	00:07:52:28	able to make the inferences
00:07:52:28	00:07:53:24	or not.
00:07:53:24	00:07:54:27	And if I noticed anything else
00:07:54:27	00:07:55:29	while I was working with
00:07:55:29	00:07:57:18	that child, I wrote that down.
00:07:57:18	00:07:58:22	Let's take a little time with
00:07:58:22	00:08:00:04	the person we're sitting next to
00:08:00:04	00:08:01:12	and talk about our books,
00:08:01:12	00:08:03:09	one of the clues that we found,
00:08:03:09	00:08:05:03	and an inference that we made.
00:08:05:03	00:08:08:21	>> Feed the dog catcher.
00:08:08:21	00:08:12:14	>> A long gun in his hands.
00:08:12:14	00:08:14:26	He's cruel and a part of
00:08:14:26	00:08:17:11	the hunt to find the wolf.
00:08:17:11	00:08:20:18	>> He shouted to, like,
00:08:20:18	00:08:22:12	he shouted to her to not
00:08:22:12	00:08:24:20	put the ring on her finger.
00:08:24:20	00:08:26:07	But it was already too late.
00:08:26:07	00:08:27:09	She put it on her finger.
00:08:27:09	00:08:28:24	And then, I think she...
00:08:28:24	00:08:30:14	into Narnia.
00:08:30:14	00:08:31:22	>> What would you say
00:08:31:22	00:08:32:26	was the most surprising thing
00:08:32:26	00:08:34:01	that you gained from being
00:08:34:01	00:08:35:14	back in the classroom?
00:08:35:14	00:08:36:20	>> What you get reminded of
00:08:36:20	00:08:38:00	when you go into a third grade
00:08:38:00	00:08:39:20	classroom again is the great,
00:08:39:20	00:08:41:20	sort of diversity,
00:08:41:20	00:08:42:26	in terms of the reading levels
00:08:42:26	00:08:44:00	of the kids sitting
00:08:44:00	00:08:45:07	in front of you.
00:08:45:07	00:08:46:18	Some kids were still struggling
00:08:46:18	00:08:47:23	with emergent reading materials,
00:08:47:23	00:08:49:09	and others were reading quite
00:08:49:09	00:08:51:01	sophisticated chapter books.
00:08:51:01	00:08:52:13	And then, trying to find
00:08:52:13	00:08:54:00	a lesson that would transcend
00:08:54:00	00:08:55:20	that amount of diversity,
00:08:55:20	00:08:57:06	I think, is probably a good
00:08:57:06	00:08:58:28	insight to keep in mind.
00:08:58:28	00:09:00:07	>> Well, I really had a blast
00:09:00:07	00:09:02:21	watching you teach today.