00:00:00:00	00:00:01:05	>> How do students use prior
00:00:01:05	00:00:03:08	knowledge to get into the book?
00:00:03:08	00:00:04:20	Let's get Behind the Lesson
00:00:04:20	00:00:05:22	and see how teachers
00:00:05:22	00:00:07:19	make this happen.
00:00:07:19	00:00:08:29	>> Our whole purpose today
00:00:08:29	00:00:10:09	is to get you ready to get into
00:00:10:09	00:00:12:14	this book, and read it
00:00:12:14	00:00:14:11	and be able to understand it;
00:00:14:11	00:00:15:15	and be able to feel
00:00:15:15	00:00:16:18	what the characters,
00:00:16:18	00:00:18:12	especially the main character,
00:00:18:12	00:00:19:29	is feeling in this book.
00:00:19:29	00:00:21:08	So, I'm going to ask you
00:00:21:08	00:00:22:10	to kind of tap into
00:00:22:10	00:00:23:16	your own memories today.
00:00:23:16	00:00:25:15	First of all, I need to see
00:00:25:15	00:00:27:14	how many people remember what
00:00:27:14	00:00:29:06	it means when I say, "Let's
00:00:29:06	00:00:31:15	activate your prior knowledge."
00:00:31:15	00:00:33:15	How about Jessica.
00:00:33:15	00:00:34:14	>> The things we already know
00:00:34:14	00:00:35:17	in our head.
00:00:35:17	00:00:36:14	>> The things we already know
00:00:36:14	00:00:37:12	in our head.
00:00:37:12	00:00:38:07	And what do we already know
00:00:38:07	00:00:39:07	in our head?
00:00:39:07	00:00:40:03	>> Some things that
00:00:40:03	00:00:41:00	might have happened to us.
00:00:41:00	00:00:41:28	>> Like what?
00:00:41:28	00:00:44:05	Give me a specific example.
00:00:44:05	00:00:45:00	>> Like how we learned
00:00:45:00	00:00:46:07	to ride our bike.
00:00:46:07	00:00:47:09	>> Okay, learning to ride a bike
00:00:47:09	00:00:48:27	would be a good prior knowledge.
00:00:48:27	00:00:50:14	All right?
00:00:50:14	00:00:51:23	I want you to think about
00:00:51:23	00:00:55:16	your cousins.
00:00:55:16	00:00:58:02	>> When my cousin came,
00:00:58:02	00:01:00:05	her and her dad took me
00:01:00:05	00:01:02:20	to the beach,
00:01:02:20	00:01:03:20	and we took a bath
00:01:03:20	00:01:05:24	for three hours.
00:01:05:24	00:01:08:15	>> My cousins are nice to me.
00:01:08:15	00:01:09:16	They're fun, and they
00:01:09:16	00:01:11:27	like to play and stuff.
00:01:11:27	00:01:12:25	>> The first question
00:01:12:25	00:01:13:27	I'd like to ask
00:01:13:27	00:01:15:01	is what were your objectives
00:01:15:01	00:01:16:05	with this lesson?
00:01:16:05	00:01:17:22	>> My primary objective was to
00:01:17:22	00:01:19:12	activate their prior knowledge
00:01:19:12	00:01:20:21	in order for them to be able
00:01:20:21	00:01:21:28	to connect with the book
00:01:21:28	00:01:23:12	that I wanted them to read.
00:01:23:12	00:01:25:01	So, I wanted them to bring in
00:01:25:01	00:01:26:15	their own experiences about
00:01:26:15	00:01:28:18	coming to a new country, or
00:01:28:18	00:01:30:29	spending family time together.
00:01:30:29	00:01:32:06	What we're going to be doing
00:01:32:06	00:01:35:19	today is bringing in
00:01:35:19	00:01:36:27	about four or five
00:01:36:27	00:01:38:09	of our reading strategies that
00:01:38:09	00:01:40:06	we've been working on all year.
00:01:40:06	00:01:41:09	The most important one
00:01:41:09	00:01:43:13	we're going to try to do today
00:01:43:13	00:01:45:05	with each other in your
00:01:45:05	00:01:47:18	book clubs is you're going to be
00:01:47:18	00:01:49:12	activating your prior knowledge.
00:01:49:12	00:01:51:09	You're going to be thinking
00:01:51:09	00:01:52:14	about what you already know
00:01:52:14	00:01:53:22	in your head.
00:01:53:22	00:01:54:26	You're going to be thinking
00:01:54:26	00:01:56:00	about things that are
00:01:56:00	00:01:58:05	in your life, some other books
00:01:58:05	00:02:00:14	that you've read, and
00:02:00:14	00:02:01:21	especially lately, we've had
00:02:01:21	00:02:03:03	some really fun stories
00:02:03:03	00:02:04:11	that are going to connect with
00:02:04:11	00:02:05:26	what we're going to do today.
00:02:05:26	00:02:07:04	And then, you're also
00:02:07:04	00:02:08:09	going to think about
00:02:08:09	00:02:10:03	what's happening in our world.
00:02:10:03	00:02:11:07	>> We could see that you
00:02:11:07	00:02:12:07	were making connections
00:02:12:07	00:02:13:17	to other kinds
00:02:13:17	00:02:15:08	of comprehension strategies.
00:02:15:08	00:02:16:23	How important is it to bring
00:02:16:23	00:02:18:01	those other strategies in
00:02:18:01	00:02:19:11	while you're focusing in on
00:02:19:11	00:02:21:21	a single strategy?
00:02:21:21	00:02:23:03	>> It's very important.
00:02:23:03	00:02:24:19	I, as a teacher, don't really
00:02:24:19	00:02:27:17	know that you can separate them.
00:02:27:17	00:02:29:06	You can't tap into a student's
00:02:29:06	00:02:31:09	prior knowledge without asking
00:02:31:09	00:02:32:17	them to make some connections
00:02:32:17	00:02:33:18	to their lives and to
00:02:33:18	00:02:34:22	other books they've read,
00:02:34:22	00:02:35:29	and to what's going on
00:02:35:29	00:02:37:01	in the world.
00:02:37:01	00:02:38:07	They have to be able to make
00:02:38:07	00:02:39:11	those connections in order
00:02:39:11	00:02:40:12	to understand
00:02:40:12	00:02:41:25	what they're asked to read.
00:02:41:25	00:02:42:29	And then, bring it up
00:02:42:29	00:02:44:07	to the inference level
00:02:44:07	00:02:45:15	and the synthesizing level.
00:02:45:15	00:02:46:22	They have to be able to have
00:02:46:22	00:02:48:13	that good foundation to do that.
00:02:48:13	00:02:49:24	All right, I want you
00:02:49:24	00:02:53:02	to think about your experience
00:02:53:02	00:02:57:14	crossing into another country,
00:02:57:14	00:03:01:01	on a trip, or on a move here.
00:03:01:01	00:03:02:03	>> When I moved here
00:03:02:03	00:03:04:01	from Mexico, I was really scared
00:03:04:01	00:03:04:28	because I didn't know
00:03:04:28	00:03:07:05	the language and stuff.
00:03:07:05	00:03:08:12	>> Okay.
00:03:08:12	00:03:09:20	>> It's a little bit scary
00:03:09:20	00:03:11:19	when you have to cross by,
00:03:11:19	00:03:13:08	like when you have to cross
00:03:13:08	00:03:16:13	rivers, or like when you
00:03:16:13	00:03:18:13	have to give your passport,
00:03:18:13	00:03:20:22	and all the important stuff
00:03:20:22	00:03:22:29	you have to give.
00:03:22:29	00:03:24:02	>> It seems like it would be
00:03:24:02	00:03:25:06	very critical, then, to know
00:03:25:06	00:03:26:29	the lives of your own students.
00:03:26:29	00:03:28:09	>> We spend a lot of time
00:03:28:09	00:03:30:02	sharing with each other
00:03:30:02	00:03:32:03	and in large group formats.
00:03:32:03	00:03:33:28	I also have them journal,
00:03:33:28	00:03:35:11	often about things that
00:03:35:11	00:03:37:02	they've read, or experiences
00:03:37:02	00:03:39:04	that they've gone through.
00:03:39:04	00:03:40:27	And I read those journals.
00:03:40:27	00:03:42:01	Sometimes, they take
00:03:42:01	00:03:43:03	those journals and share
00:03:43:03	00:03:44:08	in front of the class.
00:03:44:08	00:03:45:15	So, everyone pretty much gets
00:03:45:15	00:03:47:07	a good idea of what's going on
00:03:47:07	00:03:49:27	in other student's lives.
00:03:49:27	00:03:51:19	Let's do a quick write.
00:03:51:19	00:03:54:09	I want you to think about
00:03:54:09	00:03:56:22	something that someone has
00:03:56:22	00:03:58:11	given you, maybe it was
00:03:58:11	00:04:00:17	something your grandmother
00:04:00:17	00:04:01:27	or grandfather,
00:04:01:27	00:04:04:05	or an uncle or an aunt,
00:04:04:05	00:04:05:12	something that maybe
00:04:05:12	00:04:09:29	someone has given you.
00:04:09:29	00:04:11:15	>> Can you talk a little bit
00:04:11:15	00:04:13:01	about the role of writing
00:04:13:01	00:04:15:13	within your reading program
00:04:15:13	00:04:16:15	and how you make
00:04:16:15	00:04:18:05	those kinds of connections.
00:04:18:05	00:04:19:04	>> We keep daily
00:04:19:04	00:04:20:25	writing journals.
00:04:20:25	00:04:22:06	And oftentimes, I'll have
00:04:22:06	00:04:24:24	the students write about
00:04:24:24	00:04:26:15	what they've read.
00:04:26:15	00:04:28:09	They have a bookmark
00:04:28:09	00:04:29:15	that gives them
00:04:29:15	00:04:32:15	some reading response prompts.
00:04:32:15	00:04:34:11	We have it in large chart form
00:04:34:11	00:04:36:26	in the other part of the room.
00:04:36:26	00:04:37:26	And what's great about
00:04:37:26	00:04:39:02	the writing journals,
00:04:39:02	00:04:40:08	for English language learners,
00:04:40:08	00:04:41:14	is they get the choice to write
00:04:41:14	00:04:42:19	in whatever language
00:04:42:19	00:04:43:26	they choose.
00:04:43:26	00:04:44:27	Some of them will put
00:04:44:27	00:04:45:28	part of it in English
00:04:45:28	00:04:47:07	and part of it in Spanish.
00:04:47:07	00:04:49:15	I allow them to do that, so they
00:04:49:15	00:04:51:13	can get their true ideas down,
00:04:51:13	00:04:52:14	and the language
00:04:52:14	00:04:55:03	isn't a brick wall for them.
00:04:55:03	00:04:56:29	I want you to picture
00:04:56:29	00:04:58:27	a family gathering, where
00:04:58:27	00:05:00:19	lots of your family members
00:05:00:19	00:05:02:04	are together.
00:05:02:04	00:05:04:02	Now I want you to listen.
00:05:04:02	00:05:05:04	Do you hear all those
00:05:05:04	00:05:06:10	family voices?
00:05:06:10	00:05:08:25	>> Mm-hmm.
00:05:08:25	00:05:09:29	>> Concentrate,
00:05:09:29	00:05:11:10	you don't have to answer me.
00:05:11:10	00:05:12:15	You're just kind of doing it
00:05:12:15	00:05:13:16	in your mind.
00:05:13:16	00:05:14:21	Can we see all those
00:05:14:21	00:05:16:10	family members together?
00:05:16:10	00:05:18:06	Okay.
00:05:18:06	00:05:19:14	There's always one aunt that's
00:05:19:14	00:05:22:04	a little louder than the rest.
00:05:22:04	00:05:23:20	There's probably some little
00:05:23:20	00:05:25:11	two and three-year-old kids
00:05:25:11	00:05:26:28	running around.
00:05:26:28	00:05:27:25	Let's do some whole group
00:05:27:25	00:05:28:25	sharing, because I think these
00:05:28:25	00:05:31:20	stories are probably very good.
00:05:31:20	00:05:34:10	>> My aunt lives in Milwaukee.
00:05:34:10	00:05:37:26	And we're at the playground.
00:05:37:26	00:05:40:26	We're barbecuing.
00:05:40:26	00:05:41:29	All the kids
00:05:41:29	00:05:44:21	are playing tag outside.
00:05:44:21	00:05:46:10	>> Today's lesson had a
00:05:46:10	00:05:47:24	significant amount of attention
00:05:47:24	00:05:49:17	to the pre-reading phase.
00:05:49:17	00:05:50:25	Can you talk a little bit about
00:05:50:25	00:05:52:23	why you feel that's important.
00:05:52:23	00:05:53:29	>> It gives the students
00:05:53:29	00:05:54:27	a foundation
00:05:54:27	00:05:56:08	for what they're going to read.
00:05:56:08	00:05:57:20	Because we have, you know,
00:05:57:20	00:05:58:15	a good amount
00:05:58:15	00:06:00:04	of limited English students.
00:06:00:04	00:06:01:08	They can't go straight to
00:06:01:08	00:06:02:11	the text, because they're not
00:06:02:11	00:06:03:12	going to understand
00:06:03:12	00:06:05:18	a lot of the vocabulary,
00:06:05:18	00:06:07:18	a lot of the higher-level words
00:06:07:18	00:06:09:11	in a story like this.
00:06:09:11	00:06:10:16	So, if I can tap into
00:06:10:16	00:06:12:05	what they already know,
00:06:12:05	00:06:15:13	and help them preview the story,
00:06:15:13	00:06:16:13	they are going to have
00:06:16:13	00:06:17:18	a better understanding.
00:06:17:18	00:06:18:18	Then, if they don't get
00:06:18:18	00:06:19:25	all those words from the text,
00:06:19:25	00:06:20:26	they're able to understand the
00:06:20:26	00:06:24:08	narrative elements of the story.
00:06:24:08	00:06:25:09	What do we do in order
00:06:25:09	00:06:26:25	to get a better understanding
00:06:26:25	00:06:28:00	of a book?
00:06:28:00	00:06:29:19	What do we do?
00:06:29:19	00:06:30:28	Eric?
00:06:30:28	00:06:31:26	>> Run through the pictures
00:06:31:26	00:06:33:18	and see what it's about.
00:06:33:18	00:06:34:17	>> Run through the pictures
00:06:34:17	00:06:36:09	and see what it's about.
00:06:36:09	00:06:38:01	I want you to look deeper
00:06:38:01	00:06:40:14	into those pictures,
00:06:40:14	00:06:41:24	and the connection to everything
00:06:41:24	00:06:43:02	that you've talked about,
00:06:43:02	00:06:44:06	those family gatherings,
00:06:44:06	00:06:45:07	cousins,
00:06:45:07	00:06:47:06	things that we've passed down.
00:06:47:06	00:06:48:19	We're also going to connect it
00:06:48:19	00:06:50:03	to a couple of the Ellis Island
00:06:50:03	00:06:51:22	books you've already read,
00:06:51:22	00:06:53:06	because the character
00:06:53:06	00:06:54:21	has to come through Ellis Island
00:06:54:21	00:06:56:23	with his uncle and aunt
00:06:56:23	00:06:59:02	and his cousins.
00:06:59:02	00:07:00:06	And he faces some
00:07:00:06	00:07:02:27	scary problems at the border.
00:07:02:27	00:07:03:28	>> This is the night
00:07:03:28	00:07:06:11	when they're traveling.
00:07:06:11	00:07:07:27	And here is where the boat
00:07:07:27	00:07:11:14	is getting in the morning.
00:07:11:14	00:07:12:19	>> You divided your students
00:07:12:19	00:07:14:15	into five groups.
00:07:14:15	00:07:15:11	Talk a little bit about
00:07:15:11	00:07:16:19	how you form your groups.
00:07:16:19	00:07:17:28	>> We had the children
00:07:17:28	00:07:19:00	write down some interests
00:07:19:00	00:07:20:18	that they had.
00:07:20:18	00:07:22:18	And then, my assistant and I
00:07:22:18	00:07:25:14	looked at the common interests,
00:07:25:14	00:07:26:15	and we grouped the kids
00:07:26:15	00:07:27:19	according to what they thought
00:07:27:19	00:07:30:05	they would be interested in.
00:07:30:05	00:07:31:21	I also look at the ability
00:07:31:21	00:07:33:09	of the kids
00:07:33:09	00:07:35:02	when they're put into groups.
00:07:35:02	00:07:37:03	I don't want them, you know,
00:07:37:03	00:07:38:12	careful readers in one group,
00:07:38:12	00:07:39:07	proficient readers
00:07:39:07	00:07:40:10	in another group.
00:07:40:10	00:07:41:25	I want them to be able to have
00:07:41:25	00:07:44:16	role models in the group,
00:07:44:16	00:07:46:09	and some stronger readers,
00:07:46:09	00:07:48:05	some less strong readers
00:07:48:05	00:07:50:04	working together.
00:07:50:04	00:07:53:12	>> There always seemed to be
00:07:53:12	00:07:57:00	a baby crying in the cradle.
00:07:57:00	00:07:59:09	Covering her ears
00:07:59:09	00:08:02:19	and shushing them.
00:08:02:19	00:08:03:22	>> As you moved around,
00:08:03:22	00:08:05:05	you were monitoring your groups.
00:08:05:05	00:08:06:05	What were the sort of things
00:08:06:05	00:08:07:10	you were watching for?
00:08:07:10	00:08:08:12	And when did you intervene
00:08:08:12	00:08:09:22	with a group?
00:08:09:22	00:08:11:08	>> I was watching
00:08:11:08	00:08:12:10	for concentration
00:08:12:10	00:08:13:15	on what the task was that
00:08:13:15	00:08:15:15	they were supposed to be doing:
00:08:15:15	00:08:17:01	sharing, reading,
00:08:17:01	00:08:19:13	focusing on the pictures.
00:08:19:13	00:08:20:19	A couple of times,
00:08:20:19	00:08:22:15	I had to remind students
00:08:22:15	00:08:24:07	where their focus was
00:08:24:07	00:08:26:01	and direct their behavior,
00:08:26:01	00:08:27:08	but not too much of that.
00:08:27:08	00:08:28:06	They're really quite good
00:08:28:06	00:08:30:10	at what they're doing.
00:08:30:10	00:08:32:06	I want you to remind yourself
00:08:32:06	00:08:33:08	about the strategy
00:08:33:08	00:08:36:11	that you used today.
00:08:36:11	00:08:37:24	You took that prior knowledge
00:08:37:24	00:08:40:01	and you built upon that.
00:08:40:01	00:08:42:08	You took what you knew.
00:08:42:08	00:08:44:01	You took some of the new ideas
00:08:44:01	00:08:46:03	you may have heard from either
00:08:46:03	00:08:47:19	the other students, or from me
00:08:47:19	00:08:49:22	when we were describing.
00:08:49:22	00:08:51:05	And now, you have some ideas
00:08:51:05	00:08:53:18	from the book.
00:08:53:18	00:08:55:01	You have those other stories
00:08:55:01	00:08:56:18	that we've read.
00:08:56:18	00:08:57:26	And so, you've kind of taken
00:08:57:26	00:08:59:04	that all together
00:08:59:04	00:09:00:17	with your prior knowledge
00:09:00:17	00:09:01:21	and you're getting a better
00:09:01:21	00:09:03:22	understanding of this story.
00:09:03:22	00:09:05:04	And next time that you hear
00:09:05:04	00:09:07:07	about somebody having something
00:09:07:07	00:09:08:23	passed down to them,
00:09:08:23	00:09:09:29	or maybe next time
00:09:09:29	00:09:11:06	when you're with a family,
00:09:11:06	00:09:12:09	you might be reminded
00:09:12:09	00:09:14:20	of what's going on in this book.
00:09:14:20	00:09:15:20	What did you enjoy the most
00:09:15:20	00:09:16:24	about teaching your lesson
00:09:16:24	00:09:17:26	today?
00:09:17:26	00:09:18:27	>> I would have to say the
00:09:18:27	00:09:20:23	interaction between the kids.
00:09:20:23	00:09:22:22	They never cease to amaze me.
00:09:22:22	00:09:23:25	You have an expectation
00:09:23:25	00:09:25:03	in your mind
00:09:25:03	00:09:26:00	as to what you want them
00:09:26:00	00:09:27:02	to accomplish
00:09:27:02	00:09:28:06	in a given lesson.
00:09:28:06	00:09:29:10	But when they exceed
00:09:29:10	00:09:31:03	those expectations, and
00:09:31:03	00:09:32:20	they prove just how very good
00:09:32:20	00:09:34:03	they are at interacting
00:09:34:03	00:09:35:10	and reading, and involving
00:09:35:10	00:09:37:08	themselves in the text, there's
00:09:37:08	00:09:38:20	nothing better than that
00:09:38:20	00:09:41:06	to see that as a teacher.