00:00:00:00	00:00:00:29	>> How do students use
00:00:00:29	00:00:02:01	summarizing to get into
00:00:02:01	00:00:02:15	the book?
00:00:02:15	00:00:03:22	Let's get Behind the Lesson
00:00:03:22	00:00:04:23	and see how teachers
00:00:04:23	00:00:06:05	make this happen.
00:00:06:05	00:00:08:19	>> Why do we need
00:00:08:19	00:00:10:01	to learn to summarize?
00:00:10:01	00:00:11:27	>> Because, when you summarize
00:00:11:27	00:00:14:02	you have a really, really long
00:00:14:02	00:00:16:19	story and you want to make it
00:00:16:19	00:00:19:18	shorter, so you summarize.
00:00:19:18	00:00:20:21	>> Meg, why do we need
00:00:20:21	00:00:21:25	to summarize?
00:00:21:25	00:00:22:26	>> So you can remember
00:00:22:26	00:00:23:26	the most important part.
00:00:23:26	00:00:25:00	>> Take out the details.
00:00:25:00	00:00:26:15	>> Ah, to take out the details.
00:00:26:15	00:00:27:19	>> Today, what we're going to
00:00:27:19	00:00:29:27	look at is a piece of fiction.
00:00:29:27	00:00:31:07	We've spent some time
00:00:31:07	00:00:32:17	doing retelling, right?
00:00:32:17	00:00:34:04	We looked at characters,
00:00:34:04	00:00:35:15	setting, events, problem
00:00:35:15	00:00:36:25	and solution.
00:00:36:25	00:00:38:15	When we're going
00:00:38:15	00:00:42:01	to summarize for fiction,
00:00:42:01	00:00:44:10	what we want to include
00:00:44:10	00:00:46:06	are the characters.
00:00:46:06	00:00:47:13	Because, really,
00:00:47:13	00:00:48:16	what good would it be
00:00:48:16	00:00:49:17	to tell about a story
00:00:49:17	00:00:50:29	if you couldn't remember
00:00:50:29	00:00:52:01	who was in it.
00:00:52:01	00:00:53:07	The problem.
00:00:53:07	00:00:56:03	>> The setting and the solution.
00:00:56:03	00:00:58:08	>> And the solution.
00:00:58:08	00:00:59:13	You know, the setting
00:00:59:13	00:01:00:19	is important,
00:01:00:19	00:01:01:22	but I kind of think
00:01:01:22	00:01:02:23	that unless a setting is
00:01:02:23	00:01:04:06	an important part of the story,
00:01:04:06	00:01:05:09	like if it's a story about
00:01:05:09	00:01:06:22	living in the desert
00:01:06:22	00:01:08:09	and how that's real difficult,
00:01:08:09	00:01:10:04	then I think the setting's
00:01:10:04	00:01:11:18	an important part of a summary,
00:01:11:18	00:01:12:23	but if the setting just kind of
00:01:12:23	00:01:14:08	takes place at somebody's house
00:01:14:08	00:01:16:14	or in school and it doesn't
00:01:16:14	00:01:17:21	have a whole lot to do
00:01:17:21	00:01:19:01	with the problem
00:01:19:01	00:01:20:17	or the solution,
00:01:20:17	00:01:21:24	I think it's something that
00:01:21:24	00:01:23:28	we can put in a little later.
00:01:23:28	00:01:25:06	I told you guys the other day
00:01:25:06	00:01:27:04	that I think the problem and
00:01:27:04	00:01:29:11	the solution are very connected
00:01:29:11	00:01:30:22	to this author's message.
00:01:30:22	00:01:33:02	If we're summarizing
00:01:33:02	00:01:34:05	and we can remember
00:01:34:05	00:01:36:09	that problem and solution,
00:01:36:09	00:01:37:27	we'll also be able to figure out
00:01:37:27	00:01:39:14	the author's purpose.
00:01:39:14	00:01:40:22	>> What was your objective
00:01:40:22	00:01:42:11	for today's lesson?
00:01:42:11	00:01:43:17	>> My objective for today's
00:01:43:17	00:01:46:09	lesson was to have a beginning
00:01:46:09	00:01:48:14	experience with the children
00:01:48:14	00:01:50:07	trying to summarize
00:01:50:07	00:01:51:27	in a piece of fiction.
00:01:51:27	00:01:53:13	We've done summarizing
00:01:53:13	00:01:55:16	with nonfiction, determining
00:01:55:16	00:01:57:05	the important ideas.
00:01:57:05	00:01:59:11	Today my goal was to teach them
00:01:59:11	00:02:00:17	that when you're looking
00:02:00:17	00:02:03:25	at fiction, the easiest way
00:02:03:25	00:02:05:27	to summarize is to find
00:02:05:27	00:02:08:04	the problem and the solution.
00:02:08:04	00:02:09:16	"One day, while a little girl
00:02:09:16	00:02:10:21	was drawing some pictures,
00:02:10:21	00:02:11:27	"he said to her,
00:02:11:27	00:02:13:09	'I wish sometimes you
00:02:13:09	00:02:14:27	would use me.'"
00:02:14:27	00:02:16:11	When I was looking for
00:02:16:11	00:02:17:12	the key ideas, the first thing
00:02:17:12	00:02:19:29	I decided was that I needed
00:02:19:29	00:02:21:11	this part at the beginning
00:02:21:11	00:02:22:21	where the black crayon was
00:02:22:21	00:02:26:00	feeling very unhappy, because
00:02:26:00	00:02:28:06	nobody used him very much.
00:02:28:06	00:02:29:14	You think that's okay?
00:02:29:14	00:02:31:20	What is interesting about this
00:02:31:20	00:02:36:01	is this has both the character
00:02:36:01	00:02:39:16	and the problem right here
00:02:39:16	00:02:40:23	at the beginning.
00:02:40:23	00:02:41:26	Because what's his problem?
00:02:41:26	00:02:44:09	>> That he wasn't feeling
00:02:44:09	00:02:46:07	very happy because
00:02:46:07	00:02:48:16	he wasn't getting used.
00:02:48:16	00:02:49:19	>> Right, because he
00:02:49:19	00:02:50:21	wasn't getting used.
00:02:50:21	00:02:51:26	So, we get the character
00:02:51:26	00:02:54:14	and we get nobody used him
00:02:54:14	00:02:56:19	very much all in the same part.
00:02:56:19	00:02:58:02	It was tricky for me through
00:02:58:02	00:02:59:21	here because he came to the
00:02:59:21	00:03:01:29	little girl and he asked her
00:03:01:29	00:03:04:14	about using him and she said,
00:03:04:14	00:03:06:21	"Well, I would like to,
00:03:06:21	00:03:08:14	but I don't know what to draw."
00:03:08:14	00:03:11:29	I thought well, that's close,
00:03:11:29	00:03:13:17	but then he told her
00:03:13:17	00:03:15:18	what to draw.
00:03:15:18	00:03:17:18	Which of those three things
00:03:17:18	00:03:19:25	do you think is most important?
00:03:19:25	00:03:21:03	>> He told her what to draw?
00:03:21:03	00:03:22:06	>> I think so too because
00:03:22:06	00:03:24:00	if he doesn't tell her,
00:03:24:00	00:03:25:07	then we're not working toward
00:03:25:07	00:03:26:19	a solution of the problem.
00:03:26:19	00:03:27:29	>> Today, there was this
00:03:27:29	00:03:29:25	effective use of the white board
00:03:29:25	00:03:32:15	and the overhead and the teacher
00:03:32:15	00:03:33:24	thinking aloud.
00:03:33:24	00:03:34:27	Can you talk a little bit more
00:03:34:27	00:03:35:27	about the importance
00:03:35:27	00:03:36:26	of that kind of technique
00:03:36:26	00:03:39:01	to be explicit with strategy?
00:03:39:01	00:03:40:11	>> The strategy instruction
00:03:40:11	00:03:43:14	relies on metacognition.
00:03:43:14	00:03:45:23	We've talked about how
00:03:45:23	00:03:46:28	we need to be aware
00:03:46:28	00:03:48:24	of what's going on in our mind.
00:03:48:24	00:03:50:04	I talked to them about
00:03:50:04	00:03:51:23	a little voice in their head
00:03:51:23	00:03:53:06	that's speaking.
00:03:53:06	00:03:56:17	When I do the over-explicit
00:03:56:17	00:03:59:09	modeling, I'm saying to them,
00:03:59:09	00:04:00:09	"So this is what
00:04:00:09	00:04:01:07	I was thinking."
00:04:01:07	00:04:02:18	And I've taught them
00:04:02:18	00:04:03:23	that when I'm sharing,
00:04:03:23	00:04:05:01	that that's what that
00:04:05:01	00:04:06:04	little voice in my head
00:04:06:04	00:04:07:11	is saying to me now.
00:04:07:11	00:04:08:13	If I share it with you,
00:04:08:13	00:04:10:24	you'll see how it works
00:04:10:24	00:04:12:26	in my mind, and then be able
00:04:12:26	00:04:13:28	to pick it up,
00:04:13:28	00:04:15:23	how it works in your own mind.
00:04:15:23	00:04:16:28	I believe that modeling
00:04:16:28	00:04:18:15	component, as a teacher,
00:04:18:15	00:04:20:10	takes what appears mysterious
00:04:20:10	00:04:23:03	to children, summarizing,
00:04:23:03	00:04:24:27	and makes it into something
00:04:24:27	00:04:26:23	that's not too difficult.
00:04:26:23	00:04:28:02	Here's the key idea paper
00:04:28:02	00:04:29:28	I showed you the other day.
00:04:29:28	00:04:31:18	What I've got on it are the
00:04:31:18	00:04:33:29	three keys and then our door,
00:04:33:29	00:04:35:18	which those keys will open
00:04:35:18	00:04:36:26	when we go to write
00:04:36:26	00:04:38:03	our whole summary.
00:04:38:03	00:04:39:11	Would you read number one
00:04:39:11	00:04:41:08	for us please, Rena.
00:04:41:08	00:04:44:16	>> A black crayon was sad
00:04:44:16	00:04:46:16	because nobody used him.
00:04:46:16	00:04:47:26	>> Okay, let me tell you
00:04:47:26	00:04:49:00	your job.
00:04:49:00	00:04:50:13	I'm going to read you a story
00:04:50:13	00:04:52:11	and ask you to go back
00:04:52:11	00:04:54:02	and do your own summary
00:04:54:02	00:04:56:08	in groups.
00:04:56:08	00:04:57:15	"The ice cream cone
00:04:57:15	00:04:59:01	went drip, drip."
00:04:59:01	00:05:00:06	Oh no, what?
00:05:00:06	00:05:01:27	>> Because they're going to get
00:05:01:27	00:05:03:05	too distracted fighting,
00:05:03:05	00:05:05:11	they won't eat the ice cream.
00:05:05:11	00:05:06:29	>> What do you say to classroom
00:05:06:29	00:05:08:08	teachers that say second graders
00:05:08:08	00:05:09:11	really aren't ready
00:05:09:11	00:05:10:11	for comprehension
00:05:10:11	00:05:11:23	strategy instruction.
00:05:11:23	00:05:14:07	>> I say, if you are willing
00:05:14:07	00:05:15:28	to take the time to be very
00:05:15:28	00:05:18:07	explicit in that instruction and
00:05:18:07	00:05:22:19	guide them through the steps,
00:05:22:19	00:05:24:07	they can do things that you
00:05:24:07	00:05:26:01	would be surprised they can do.
00:05:26:01	00:05:27:28	The summarizing is something
00:05:27:28	00:05:30:09	new I've done this year.
00:05:30:09	00:05:32:16	I started with
00:05:32:16	00:05:35:12	one sentence stories.
00:05:35:12	00:05:37:10	And we worked on finding the key
00:05:37:10	00:05:39:17	idea in a one sentence story.
00:05:39:17	00:05:41:15	I really believe strongly
00:05:41:15	00:05:43:04	in the gradual release model
00:05:43:04	00:05:46:03	where I do lots of modeling.
00:05:46:03	00:05:49:00	Then we do it as a group.
00:05:49:00	00:05:52:03	Then we do it as a smaller group
00:05:52:03	00:05:53:15	and a partner and then down
00:05:53:15	00:05:55:05	to the individual level.
00:05:55:05	00:05:56:25	I want you to think, we need
00:05:56:25	00:05:58:14	to find the characters,
00:05:58:14	00:06:01:06	the problem and the solution.
00:06:01:06	00:06:03:19	You and your group need to talk.
00:06:03:19	00:06:05:14	Everybody takes a turn.
00:06:05:14	00:06:06:17	Everybody listens
00:06:06:17	00:06:08:18	to everybody else's ideas.
00:06:08:18	00:06:10:22	When you have all decided what
00:06:10:22	00:06:12:29	you want, I'm going to hand out
00:06:12:29	00:06:15:28	this key paper for you.
00:06:15:28	00:06:17:19	You do not need to do
00:06:17:19	00:06:18:18	the door part today.
00:06:18:18	00:06:19:21	We'll take care
00:06:19:21	00:06:20:22	of that tomorrow.
00:06:20:22	00:06:21:24	Today I just want you to
00:06:21:24	00:06:24:21	fill out your three key ideas.
00:06:24:21	00:06:26:13	Questions?
00:06:26:13	00:06:27:13	Good.
00:06:27:13	00:06:28:28	>> I think we can cut it
00:06:28:28	00:06:30:14	kind of, because this looks
00:06:30:14	00:06:32:02	like a long sentence.
00:06:32:02	00:06:34:06	>> Maybe just cut it down to
00:06:34:06	00:06:37:19	"The bears argued and argued."
00:06:37:19	00:06:38:21	>> Why don't we put both
00:06:38:21	00:06:40:19	of them as the problem?
00:06:40:19	00:06:41:19	>> Well, because he doesn't
00:06:41:19	00:06:43:01	get saved or anything.
00:06:43:01	00:06:44:09	It's like one
00:06:44:09	00:06:46:27	big problem actually.
00:06:46:27	00:06:48:03	>> Yeah, but we don't know
00:06:48:03	00:06:50:20	which one would be the problem.
00:06:50:20	00:06:51:21	>> We have to agree
00:06:51:21	00:06:54:17	on one of them.
00:06:54:17	00:06:56:21	Which one?
00:06:56:21	00:06:59:20	I think it should be that
00:06:59:20	00:07:01:10	nobody is eating him.
00:07:01:10	00:07:02:14	What do you think Rena?
00:07:02:14	00:07:03:18	>> I think it would be
00:07:03:18	00:07:04:27	nobody is eating him.
00:07:04:27	00:07:06:17	>> So, we know the problem.
00:07:06:17	00:07:07:18	What do you think
00:07:07:18	00:07:08:20	the author's purpose is
00:07:08:20	00:07:10:07	for writing this story.
00:07:10:07	00:07:15:02	>> I think the author's purpose
00:07:15:02	00:07:17:24	is to learn that if you argue
00:07:17:24	00:07:20:11	and argue, then you just won't
00:07:20:11	00:07:22:01	get what you want.
00:07:22:01	00:07:23:21	>> Meg, go ahead.
00:07:23:21	00:07:28:06	>> I think he wrote this story
00:07:28:06	00:07:31:05	because, if they're fighting,
00:07:31:05	00:07:35:01	you should maybe do something
00:07:35:01	00:07:37:00	to stop them from arguing and
00:07:37:00	00:07:39:07	you tell them what to do.
00:07:39:07	00:07:40:26	Maybe something like that.
00:07:40:26	00:07:41:26	>> To help them find a better
00:07:41:26	00:07:43:01	way to solve their problem?
00:07:43:01	00:07:44:03	>> Yeah.
00:07:44:03	00:07:45:07	>> Where will you go next with
00:07:45:07	00:07:47:17	this lesson and this strategy?
00:07:47:17	00:07:48:23	>> What we'll go to next
00:07:48:23	00:07:51:11	is trying to write a summary
00:07:51:11	00:07:53:11	paragraph on the paper
00:07:53:11	00:07:54:18	I designed for the lesson,
00:07:54:18	00:07:55:23	there's that door.
00:07:55:23	00:07:56:26	I said, when we have keys,
00:07:56:26	00:08:00:09	we can open doors.
00:08:00:09	00:08:01:16	Just trying to create some
00:08:01:16	00:08:03:06	interesting metaphor.
00:08:03:06	00:08:06:01	We'll take those three ideas and
00:08:06:01	00:08:08:08	put them into paragraph form.
00:08:08:08	00:08:09:28	So I'll teach transitional
00:08:09:28	00:08:12:22	language so those
00:08:12:22	00:08:14:12	sentences hang together.
00:08:14:12	00:08:15:18	One last thing
00:08:15:18	00:08:17:00	before we go today.
00:08:17:00	00:08:18:17	Let's talk one more time
00:08:18:17	00:08:21:03	about how summarizing,
00:08:21:03	00:08:22:19	how what you did today,
00:08:22:19	00:08:23:20	will help you
00:08:23:20	00:08:24:21	remember the story.
00:08:24:21	00:08:25:24	What I'd like you to do
00:08:25:24	00:08:27:06	is do a quick knee to knee.
00:08:27:06	00:08:28:26	How does summarizing the story
00:08:28:26	00:08:30:21	help you?
00:08:30:21	00:08:32:08	>> Because it's kind
00:08:32:08	00:08:36:25	of a confusing story.
00:08:36:25	00:08:39:01	If you summarize it, then it's
00:08:39:01	00:08:42:23	like easier to remember it.
00:08:42:23	00:08:44:05	>> Like, if you add every
00:08:44:05	00:08:45:21	single detail, after a while
00:08:45:21	00:08:48:07	it will get really boring.
00:08:48:07	00:08:50:12	>> Because it's way too long.
00:08:50:12	00:08:52:07	>> One of the questions we've
00:08:52:07	00:08:53:29	been asking every teacher
00:08:53:29	00:08:55:27	is what it is you love most
00:08:55:27	00:08:58:00	about your job?
00:08:58:00	00:08:58:28	>> What I love most
00:08:58:28	00:09:01:06	about my job is--
00:09:01:06	00:09:02:13	oh now I'll get all choked up
00:09:02:13	00:09:03:19	because I really do
00:09:03:19	00:09:05:00	feel this way--
00:09:05:00	00:09:06:02	being able to fall in love
00:09:06:02	00:09:07:07	with a group of kids every
00:09:07:07	00:09:08:22	two years and spending
00:09:08:22	00:09:10:22	that time with them.
00:09:10:22	00:09:12:10	>> That's very powerful.
00:09:12:10	00:09:13:29	>> Well, I'm maudlin.
00:09:13:29	00:09:15:20	>> Actually, being in your
00:09:15:20	00:09:17:00	classroom today, it was easy
00:09:17:00	00:09:18:14	to tell that they had a teacher
00:09:18:14	00:09:19:14	that really cared
00:09:19:14	00:09:20:27	about what they were learning.
00:09:20:27	00:09:22:01	Thank you for letting us
00:09:22:01	00:09:23:02	drop in.
00:09:23:02	00:09:24:10	>> Thanks for coming.