00:00:00:00	00:00:01:00	>> How do students use
00:00:01:00	00:00:02:01	strategies together
00:00:02:01	00:00:03:02	to get into the book?
00:00:03:02	00:00:04:07	Let's go Behind the Lesson
00:00:04:07	00:00:05:11	and see how teachers
00:00:05:11	00:00:07:24	make this happen.
00:00:07:24	00:00:08:27	>> I found this article
00:00:08:27	00:00:10:03	that I've been so excited
00:00:10:03	00:00:12:05	to share with you.
00:00:12:05	00:00:13:04	I'll give you a hint.
00:00:13:04	00:00:15:23	It's about Barbaro.
00:00:15:23	00:00:18:05	We've been using this strategy
00:00:18:05	00:00:20:08	a lot, right?
00:00:20:08	00:00:21:15	>> Yes.
00:00:21:15	00:00:22:22	>> But there's a word that
00:00:22:22	00:00:24:04	I haven't used with you,
00:00:24:04	00:00:25:17	that is kind of a big word.
00:00:25:17	00:00:26:24	And I want you to really
00:00:26:24	00:00:28:04	wow your parents and your
00:00:28:04	00:00:29:14	third grade teachers with it.
00:00:29:14	00:00:32:20	That word is "schema."
00:00:32:20	00:00:34:24	>> Schema?
00:00:34:24	00:00:35:24	>> Schema, yep.
00:00:35:24	00:00:37:26	Schema is a way of organizing
00:00:37:26	00:00:40:18	information in your brain.
00:00:40:18	00:00:42:10	For example, I have
00:00:42:10	00:00:44:17	a file cabinet here.
00:00:44:17	00:00:47:26	In it, I have information
00:00:47:26	00:00:50:09	about all the things that we do
00:00:50:09	00:00:52:16	in second grade.
00:00:52:16	00:00:53:26	I've got all that information
00:00:53:26	00:00:55:04	organized in there,
00:00:55:04	00:00:57:10	in alphabetical order.
00:00:57:10	00:00:58:28	You can do that with information
00:00:58:28	00:01:00:06	in your brain.
00:01:00:06	00:01:02:01	That's called schema.
00:01:02:01	00:01:04:03	So, the way that we're going
00:01:04:03	00:01:05:12	to get started this morning
00:01:05:12	00:01:06:25	is we're going to activate
00:01:06:25	00:01:08:03	our schema.
00:01:08:03	00:01:10:01	We're going to think about
00:01:10:01	00:01:12:04	things we know about Barbaro
00:01:12:04	00:01:14:19	and the horse racing.
00:01:14:19	00:01:15:22	>> What was your purpose
00:01:15:22	00:01:17:01	for today's lesson?
00:01:17:01	00:01:19:17	I've chosen to make the focus
00:01:19:17	00:01:20:28	of our reading group
00:01:20:28	00:01:22:14	comprehension strategy since
00:01:22:14	00:01:24:11	they're already pretty good
00:01:24:11	00:01:26:14	at decoding and some of those
00:01:26:14	00:01:28:02	kinds of things.
00:01:28:02	00:01:29:15	So, the next challenge for them
00:01:29:15	00:01:32:09	would be to work on
00:01:32:09	00:01:34:19	the comprehension strategies.
00:01:34:19	00:01:36:01	Let's just spend a minute
00:01:36:01	00:01:37:21	getting into some of the files
00:01:37:21	00:01:39:16	in your mind about what you
00:01:39:16	00:01:41:26	know about the Kentucky Derby
00:01:41:26	00:01:43:21	and all the horses
00:01:43:21	00:01:45:03	that we talked about.
00:01:45:03	00:01:46:13	>> When the horse wins,
00:01:46:13	00:01:47:23	I think they take these
00:01:47:23	00:01:49:15	ring of roses and put it around
00:01:49:15	00:01:51:08	the horses neck.
00:01:51:08	00:01:52:14	>> Right.
00:01:52:14	00:01:54:07	>> The trainer of the horse
00:01:54:07	00:01:56:01	that won the Kentucky Derby,
00:01:56:01	00:01:58:16	Barbaro--
00:01:58:16	00:02:00:27	The trainer was in a plane crash
00:02:00:27	00:02:04:18	and the plane was on fire.
00:02:04:18	00:02:06:07	He ran through a fire
00:02:06:07	00:02:08:20	and came out of the fire with
00:02:08:20	00:02:10:24	three children in his hands.
00:02:10:24	00:02:12:01	>> Right.
00:02:12:01	00:02:13:11	Do you remember the feeling that
00:02:13:11	00:02:14:19	we had when we were watching the
00:02:14:19	00:02:16:20	tapes that Donovan brought in.
00:02:16:20	00:02:18:01	Who can describe,
00:02:18:01	00:02:21:07	or who had strong feelings?
00:02:21:07	00:02:23:11	>> I felt like birds were
00:02:23:11	00:02:25:15	flying around in my stomach
00:02:25:15	00:02:27:08	and dolphins were jumping,
00:02:27:08	00:02:28:24	and butterflies
00:02:28:24	00:02:30:10	were flapping their wings.
00:02:30:10	00:02:31:29	>> Wow, does that make you think
00:02:31:29	00:02:32:29	of any other book
00:02:32:29	00:02:34:02	that we've read?
00:02:34:02	00:02:35:05	>> Yeah, "Gwenda."
00:02:35:05	00:02:36:22	>> "Gwenda and the Animals."
00:02:36:22	00:02:38:04	She talked a lot about having
00:02:38:04	00:02:39:26	those kinds of feelings when she
00:02:39:26	00:02:41:12	was getting ready to do what?
00:02:41:12	00:02:43:04	>> Save the animals.
00:02:43:04	00:02:44:02	>> Save the animals,
00:02:44:02	00:02:45:05	make big changes.
00:02:45:05	00:02:46:06	That's right.
00:02:46:06	00:02:47:13	>> Do you want to talk
00:02:47:13	00:02:48:21	a little bit about how you keep
00:02:48:21	00:02:49:27	all your materials organized,
00:02:49:27	00:02:51:02	especially newspaper articles
00:02:51:02	00:02:52:08	that you think might be fun
00:02:52:08	00:02:53:15	to revisit in the future.
00:02:53:15	00:02:55:00	>> I've chosen to put things
00:02:55:00	00:02:56:13	into a binder.
00:02:56:13	00:02:57:29	Some of my categories
00:02:57:29	00:02:59:19	are reading for information,
00:02:59:19	00:03:01:03	reader response,
00:03:01:03	00:03:05:19	making connections.
00:03:05:19	00:03:06:26	I've organized
00:03:06:26	00:03:08:02	some of the materials
00:03:08:02	00:03:09:22	by the comprehension strategies.
00:03:09:22	00:03:11:08	Also, things like biographies,
00:03:11:08	00:03:13:11	story mapping, sequencing,
00:03:13:11	00:03:17:07	synthesizing, cause and effect,
00:03:17:07	00:03:19:03	visualizing.
00:03:19:03	00:03:20:07	And I'll just keep adding
00:03:20:07	00:03:21:11	to this.
00:03:21:11	00:03:22:20	I also keep copies of
00:03:22:20	00:03:24:06	kid's samples, because
00:03:24:06	00:03:26:27	it helps me know for next time
00:03:26:27	00:03:28:07	what I can expect, or sort
00:03:28:07	00:03:31:03	of as a point to gauge.
00:03:31:03	00:03:32:09	Barrett, what else do we know
00:03:32:09	00:03:33:20	about newspaper articles,
00:03:33:20	00:03:36:07	magazines?
00:03:36:07	00:03:37:11	>> You don't read
00:03:37:11	00:03:38:19	the whole thing.
00:03:38:19	00:03:41:06	You just peruse the whole thing.
00:03:41:06	00:03:42:12	>> Sometimes, you don't read
00:03:42:12	00:03:44:07	the whole, you peruse.
00:03:44:07	00:03:46:00	What does peruse mean?
00:03:46:00	00:03:48:17	>> You, like, look through it.
00:03:48:17	00:03:49:21	You read the captions.
00:03:49:21	00:03:50:25	You read the titles.
00:03:50:25	00:03:52:16	You look at the pictures.
00:03:52:16	00:03:53:19	>> Bingo.
00:03:53:19	00:03:54:22	You're going to come
00:03:54:22	00:03:56:11	to some words you don't know.
00:03:56:11	00:03:57:19	>> We can use the comprehension
00:03:57:19	00:03:59:14	strategies to figure them out.
00:03:59:14	00:04:00:22	>> Oh, my goodness!
00:04:00:22	00:04:02:03	What comprehension strategies
00:04:02:03	00:04:03:06	would you use
00:04:03:06	00:04:04:21	to figure them out?
00:04:04:21	00:04:05:27	>> Inferring.
00:04:05:27	00:04:07:19	I see that you guys realize
00:04:07:19	00:04:09:09	that you can use a lot of these
00:04:09:09	00:04:11:10	strategies mixed together.
00:04:11:10	00:04:12:13	>> It was quite obvious that
00:04:12:13	00:04:13:17	your students had a great
00:04:13:17	00:04:14:25	awareness of the strategies.
00:04:14:25	00:04:16:13	How did you build that awareness
00:04:16:13	00:04:17:29	so that they're now at a point
00:04:17:29	00:04:19:09	where they can use multiple
00:04:19:09	00:04:20:16	strategies on a single
00:04:20:16	00:04:21:24	piece of text, like that
00:04:21:24	00:04:23:22	newspaper article today?
00:04:23:22	00:04:25:08	>> Just by jumping in and
00:04:25:08	00:04:28:10	using the district resources.
00:04:28:10	00:04:29:12	They introduced me to
00:04:29:12	00:04:30:22	these comprehension strategies
00:04:30:22	00:04:32:05	with a booklist of books
00:04:32:05	00:04:34:11	that support each strategy.
00:04:34:11	00:04:35:24	I felt it was important.
00:04:35:24	00:04:37:10	I just started pulling those
00:04:37:10	00:04:39:22	picture books, and modeling,
00:04:39:22	00:04:41:16	and using them back in October
00:04:41:16	00:04:44:11	or November.
00:04:44:11	00:04:45:22	Always pointing up
00:04:45:22	00:04:47:20	to the posters.
00:04:47:20	00:04:48:22	It can be kind of messy
00:04:48:22	00:04:50:05	at the beginning.
00:04:50:05	00:04:51:18	We've just kept building,
00:04:51:18	00:04:53:04	building, building.
00:04:53:04	00:04:54:08	How about if you use
00:04:54:08	00:04:55:16	the highlighter to hightlight
00:04:55:16	00:04:56:27	any words that you don't know,
00:04:56:27	00:04:58:14	that you can't figure out.
00:04:58:14	00:05:00:21	Then, you put down any questions
00:05:00:21	00:05:02:09	you have, anything that
00:05:02:09	00:05:03:21	you don't understand, or
00:05:03:21	00:05:04:27	anything that you wonder about
00:05:04:27	00:05:06:06	at the bottom and we'll come
00:05:06:06	00:05:10:06	back together and discuss it.
00:05:10:06	00:05:11:12	Great strategy.
00:05:11:12	00:05:14:17	Great thinking.
00:05:14:17	00:05:16:06	Take little chunks.
00:05:16:06	00:05:17:29	What did you guys think?
00:05:17:29	00:05:19:15	Was this too easy,
00:05:19:15	00:05:20:13	just right,
00:05:20:13	00:05:21:27	or too challenging?
00:05:21:27	00:05:23:04	>> Just right.
00:05:23:04	00:05:24:11	>> Really, just right?
00:05:24:11	00:05:25:24	>> Between too challenging
00:05:25:24	00:05:27:04	and just right.
00:05:27:04	00:05:28:23	>> All right, so a bit beyond
00:05:28:23	00:05:30:09	your comfort level.
00:05:30:09	00:05:31:09	>> I didn't see any signs
00:05:31:09	00:05:32:16	of a basal reader.
00:05:32:16	00:05:33:20	So where are you pulling
00:05:33:20	00:05:34:29	your books from?
00:05:34:29	00:05:36:04	>> At Lapham, we're really
00:05:36:04	00:05:37:11	fortunate to have a book room
00:05:37:11	00:05:39:04	where a lot of trade books
00:05:39:04	00:05:41:06	and level books are stored.
00:05:41:06	00:05:42:09	Some teachers here have worked
00:05:42:09	00:05:43:16	really hard to create
00:05:43:16	00:05:44:22	that resource area
00:05:44:22	00:05:46:08	for the entire school.
00:05:46:08	00:05:47:19	Children don't go in and choose
00:05:47:19	00:05:48:26	their own books, but teachers
00:05:48:26	00:05:50:10	can go in and choose multiple
00:05:50:10	00:05:52:08	titles at a certain level and
00:05:52:08	00:05:54:10	give the kids choices that way.
00:05:54:10	00:05:55:14	So it's organized by level
00:05:55:14	00:05:56:26	and by content.
00:05:56:26	00:05:59:20	It's really, really helpful.
00:05:59:20	00:06:01:07	I'm going to read.
00:06:01:07	00:06:02:16	How about, when I get done
00:06:02:16	00:06:03:24	with the first paragraph,
00:06:03:24	00:06:05:05	you raise your hand if you have
00:06:05:05	00:06:06:26	a question, or a comment,
00:06:06:26	00:06:09:00	or a reader response to it,
00:06:09:00	00:06:10:04	or a vocabulary word
00:06:10:04	00:06:11:08	you didn't know,
00:06:11:08	00:06:13:03	or something like that.
00:06:13:03	00:06:14:12	Actually, I'm going to start
00:06:14:12	00:06:16:01	with the caption, because Alise
00:06:16:01	00:06:19:02	had an incredible visualization.
00:06:19:02	00:06:20:09	"An X-Ray illustrates the
00:06:20:09	00:06:21:20	repair work of life-threatening
00:06:21:20	00:06:22:28	injuries to the right leg
00:06:22:28	00:06:24:04	of Barbaro."
00:06:24:04	00:06:25:18	Tell the visualization strategy
00:06:25:18	00:06:27:07	that you used
00:06:27:07	00:06:28:29	when you read that.
00:06:28:29	00:06:31:28	>> I could imagine it beeping.
00:06:31:28	00:06:33:11	Beep, beep.
00:06:33:11	00:06:34:19	>> What beeping?
00:06:34:19	00:06:37:25	>> The "RH" and the X-Ray
00:06:37:25	00:06:40:07	going, "Beep, beep, beep"
00:06:40:07	00:06:41:20	and blinking.
00:06:41:20	00:06:42:26	>> Have you been in a hospital
00:06:42:26	00:06:43:29	before, or have you had
00:06:43:29	00:06:46:10	X-Rays taken before?
00:06:46:10	00:06:49:13	>> I've seen my dad's foot
00:06:49:13	00:06:51:06	being X-Ray'd.
00:06:51:06	00:06:52:16	>> Right, and so that's
00:06:52:16	00:06:53:22	what helped you know about
00:06:53:22	00:06:55:13	the "Beep, beep, beep."
00:06:55:13	00:06:56:21	>> What do you do for your own
00:06:56:21	00:06:58:17	professional development?
00:06:58:17	00:06:59:28	>> I'm very lucky in this
00:06:59:28	00:07:01:27	district, because we get a lot
00:07:01:27	00:07:03:12	of professional development
00:07:03:12	00:07:05:00	support.
00:07:05:00	00:07:07:27	Support from the administration,
00:07:07:27	00:07:09:29	in terms of time to
00:07:09:29	00:07:11:24	attend these things
00:07:11:24	00:07:13:24	and to try different things,
00:07:13:24	00:07:15:13	and to take some risks.
00:07:15:13	00:07:18:11	I also learned from lots of good
00:07:18:11	00:07:19:22	resources, like "mosaic of
00:07:19:22	00:07:22:09	thought" and from talking with
00:07:22:09	00:07:24:21	colleagues and other teachers.
00:07:24:21	00:07:25:23	Two heads, three heads,
00:07:25:23	00:07:27:24	five heads are better than one,
00:07:27:24	00:07:28:27	and we all make each other
00:07:28:27	00:07:30:24	stronger and better by sharing.
00:07:30:24	00:07:32:05	"Kentucky Derby winner Barbaro,
00:07:32:05	00:07:33:12	underwent surgery Sunday
00:07:33:12	00:07:34:24	to repair three broken bones
00:07:34:24	00:07:36:10	in his right rear leg
00:07:36:10	00:07:37:16	and afterward, practically
00:07:37:16	00:07:38:23	jogged back to the stall,
00:07:38:23	00:07:41:07	the colt surgeon said."
00:07:41:07	00:07:42:07	Any questions about that?
00:07:42:07	00:07:43:10	Henry?
00:07:43:10	00:07:45:13	>> What does rear and colt mean?
00:07:45:13	00:07:47:12	>> What does rear?
00:07:47:12	00:07:49:10	>> Rear means like, if I went
00:07:49:10	00:07:51:00	like this, these are my rear
00:07:51:00	00:07:53:01	legs if I was a horse.
00:07:53:01	00:07:55:06	And colt's a baby horse.
00:07:55:06	00:07:56:11	>> I think what he thought--
00:07:56:11	00:07:59:04	I think when it happened, it
00:07:59:04	00:08:03:03	was a life-threatening injury.
00:08:03:03	00:08:05:27	And I think he felt bad
00:08:05:27	00:08:07:19	that it happened, even though
00:08:07:19	00:08:09:16	that it meant he felt like
00:08:09:16	00:08:12:18	he had let down his family.
00:08:12:18	00:08:13:28	So, pretty much, I bet he's
00:08:13:28	00:08:17:10	thinking now my life is over.
00:08:17:10	00:08:18:29	>> It's amazing to me how you
00:08:18:29	00:08:22:27	go so deep into his thinking.
00:08:22:27	00:08:24:22	I think that turns around and
00:08:24:22	00:08:26:10	helps you become a better reader
00:08:26:10	00:08:27:12	and it helps you create
00:08:27:12	00:08:28:21	more mental files.
00:08:28:21	00:08:29:26	>> We heard that one of
00:08:29:26	00:08:31:04	the reasons you wanted to be
00:08:31:04	00:08:32:08	involved in the project was
00:08:32:08	00:08:33:10	that you were as interested
00:08:33:10	00:08:34:15	in learning from others
00:08:34:15	00:08:35:18	as you were sharing
00:08:35:18	00:08:36:25	what it is that you can do.
00:08:36:25	00:08:37:28	>> Absolutely.
00:08:37:28	00:08:39:21	I'm excited for the rest
00:08:39:21	00:08:41:11	of the program to be finished,
00:08:41:11	00:08:42:28	and to be using it, and then to
00:08:42:28	00:08:44:18	be talking with other teachers
00:08:44:18	00:08:46:01	and learning from other
00:08:46:01	00:08:47:14	teachers, because you're never
00:08:47:14	00:08:49:07	done learning as a teacher.
00:08:49:07	00:08:50:28	I'm really looking forward to
00:08:50:28	00:08:53:21	when the program is completed,
00:08:53:21	00:08:55:08	and using the computer option
00:08:55:08	00:08:57:10	with my students.
00:09:01:09	00:09:02:22	First, I want to compliment you
00:09:02:22	00:09:04:02	on sticking with this.
00:09:04:02	00:09:05:02	It's hot.
00:09:05:02	00:09:06:18	It's hard.
00:09:06:18	00:09:07:24	And you're really showing
00:09:07:24	00:09:09:06	what good readers you are
00:09:09:06	00:09:11:06	and how you use strategies.
00:09:11:06	00:09:13:10	I'm really impressed.
00:09:13:10	00:09:14:21	>> Thank you for sharing with us
00:09:14:21	00:09:16:03	your class today.
00:09:16:03	00:09:17:10	I know it will be a catalyst
00:09:17:10	00:09:18:13	for a lot of conversations
00:09:18:13	00:09:20:02	about comprehension instruction.
00:09:20:02	00:09:21:07	>> Thank you for coming
00:09:21:07	00:09:23:08	and giving me the opportunity.