00:00:00:00 00:00:00:29 >> How do students use 00:00:00:29 00:00:02:01 visualizing to get into 00:00:02:01 00:00:03:01 the book? 00:00:03:01 00:00:04:07 Let's get Behind the Lesson 00:00:04:07 00:00:05:12 and see how teachers 00:00:05:12 00:00:08:25 make this happen. 00:00:08:25 00:00:10:26 >> Friends, can you tell me 00:00:10:26 00:00:13:26 what careful readers do? 00:00:13:26 00:00:15:07 What does a careful reader do, 00:00:15:07 00:00:16:08 Mike? 00:00:16:08 00:00:17:14 >> Visualizes. 00:00:17:14 00:00:19:00 >> What does that mean? 00:00:19:00 00:00:20:03 >> It means, like paint 00:00:20:03 00:00:21:11 a picture in their mind. 00:00:21:11 00:00:22:08 >> What else 00:00:22:08 00:00:24:02 does a careful reader do? 00:00:24:02 00:00:25:06 Mitchell? 00:00:25:06 00:00:26:17 >> Ask questions. 00:00:26:17 00:00:27:21 >> When does a reader 00:00:27:21 00:00:28:24 ask questions? 00:00:28:24 00:00:30:05 >> In the beginning of the story 00:00:30:05 00:00:32:01 in the middle and at the end, 00:00:32:01 00:00:33:03 so they have a reason 00:00:33:03 00:00:34:09 to read on. 00:00:34:09 00:00:35:29 Today, Mrs. Ingebritsen, 00:00:35:29 00:00:37:09 our special reading teacher 00:00:37:09 00:00:38:13 is going to be here. 00:00:38:13 00:00:39:19 She's going to help us 00:00:39:19 00:00:41:04 practice visualizing. 00:00:41:04 00:00:42:28 >> Mrs. Legler and I are going 00:00:42:28 00:00:45:05 to work together on an activity 00:00:45:05 00:00:46:18 to show you what visualizing 00:00:46:18 00:00:48:21 looks like when we do it. 00:00:48:21 00:00:49:21 And then, we'll give you 00:00:49:21 00:00:50:29 a chance to do it. 00:00:50:29 00:00:52:07 We're going to use the story 00:00:52:07 00:00:53:16 "Two Bad Ants." 00:00:53:16 00:00:55:19 Mrs. Ingebritsen is going to 00:00:55:19 00:00:58:18 read part of the story for me. 00:00:58:18 00:01:00:15 I'm going to follow along. 00:01:00:15 00:01:02:09 And when I get an image in my 00:01:02:09 00:01:04:18 mind, or a picture in my mind, 00:01:04:18 00:01:06:26 I'm going to put my thumb up. 00:01:06:26 00:01:09:11 All right? 00:01:09:11 00:01:10:18 >> "More than once, a line 00:01:10:18 00:01:12:02 of ants stopped and anxiously 00:01:12:02 00:01:13:07 listened for the sound 00:01:13:07 00:01:14:25 of hungry spiders. 00:01:14:25 00:01:16:04 But all they heard was the call 00:01:16:04 00:01:17:17 of crickets echoing through 00:01:17:17 00:01:20:03 the woods like distant thunder." 00:01:20:03 00:01:21:13 I saw when your thumb went up, 00:01:21:13 00:01:22:17 Mrs. Legler. 00:01:22:17 00:01:23:20 >> I bet you know why. 00:01:23:20 00:01:24:21 >> I do. 00:01:24:21 00:01:26:15 >> Friends, I can tell that my 00:01:26:15 00:01:28:18 ants are getting more nervous. 00:01:28:18 00:01:30:11 In my mind, they're pulling 00:01:30:11 00:01:32:22 their ant legs in, 00:01:32:22 00:01:34:17 and their ant antenna. 00:01:34:17 00:01:35:19 Remember when I told you 00:01:35:19 00:01:36:21 I stayed overnight 00:01:36:21 00:01:38:16 in a tree house? 00:01:38:16 00:01:39:23 And I told you that I was so 00:01:39:23 00:01:42:26 scared because of the spiders? 00:01:42:26 00:01:44:25 And in my mind right now, I see 00:01:44:25 00:01:47:24 those ants looking for spiders. 00:01:47:24 00:01:49:21 And the spiders are big. 00:01:49:21 00:01:50:22 How did we create 00:01:50:22 00:01:52:01 these pictures in our mind? 00:01:52:01 00:01:53:27 What do we take from the text 00:01:53:27 00:01:55:18 to create the pictures? 00:01:55:18 00:01:57:09 Heidi? 00:01:57:09 00:01:59:02 >> Words that can-- 00:01:59:02 00:02:00:13 Words that are good enough 00:02:00:13 00:02:01:28 to create it. 00:02:01:28 00:02:02:28 And then, at the end, 00:02:02:28 00:02:05:00 you'll have enough information 00:02:05:00 00:02:06:21 to put the pictures together 00:02:06:21 00:02:08:10 into a movie. 00:02:08:10 00:02:09:16 >> What else did I do? 00:02:09:16 00:02:11:10 What else do readers do 00:02:11:10 00:02:12:09 to create pictures in their 00:02:12:09 00:02:13:15 mind? 00:02:13:15 00:02:14:15 >> They think about 00:02:14:15 00:02:15:22 what they know. 00:02:15:22 00:02:16:22 >> When you're reading 00:02:16:22 00:02:17:28 the words, what do you look for 00:02:17:28 00:02:19:02 to create that picture 00:02:19:02 00:02:20:07 in your mind? 00:02:20:07 00:02:21:10 >> Rich words. 00:02:21:10 00:02:23:05 >> Rich words. 00:02:23:05 00:02:24:09 >> What were your objectives 00:02:24:09 00:02:25:21 for this lesson? 00:02:25:21 00:02:26:21 >> We were working 00:02:26:21 00:02:27:25 on visualizing. 00:02:27:25 00:02:29:02 We wanted students to be able to 00:02:29:02 00:02:31:12 use their senses when they read, 00:02:31:12 00:02:33:04 to make connections based on 00:02:33:04 00:02:34:24 their prior experiences and 00:02:34:24 00:02:36:07 background knowledge, so that 00:02:36:07 00:02:38:06 they could enjoy the text 00:02:38:06 00:02:39:25 and make more meaningful 00:02:39:25 00:02:41:24 connections. 00:02:41:24 00:02:43:06 >> We're going to give you 00:02:43:06 00:02:45:08 a chance to practice visualizing 00:02:45:08 00:02:46:09 right now. 00:02:46:09 00:02:49:02 We have "Two Bad Ants" on tape. 00:02:49:02 00:02:50:02 I'm not giving you 00:02:50:02 00:02:51:16 any books right now. 00:02:51:16 00:02:52:14 I'm going to start 00:02:52:14 00:02:54:23 the story out. 00:02:54:23 00:02:55:28 And I want you 00:02:55:28 00:02:57:07 to close your eyes. 00:02:57:07 00:02:58:18 If you see something, 00:02:58:18 00:03:00:15 hear something, feel something, 00:03:00:15 00:03:01:24 taste something, 00:03:01:24 00:03:03:14 have an emotion inside, 00:03:03:14 00:03:05:01 put your thumb up. 00:03:05:01 00:03:06:10 >> "She deemed it the most 00:03:06:10 00:03:07:11 delicious food 00:03:07:11 00:03:08:21 she had ever tasted. 00:03:08:21 00:03:10:03 Nothing could make her happier 00:03:10:03 00:03:13:20 than to have more, much more." 00:03:13:20 00:03:15:07 >> I saw a lot of thumbs go up 00:03:15:07 00:03:18:04 when the reader mentioned 00:03:18:04 00:03:20:27 the nest was a happy place. 00:03:20:27 00:03:22:01 Tell us about that picture 00:03:22:01 00:03:24:02 in your mind, Hunter. 00:03:24:02 00:03:25:03 >> The ants are cheering 00:03:25:03 00:03:26:08 really loud. 00:03:26:08 00:03:27:20 >> Yes? 00:03:27:20 00:03:29:07 >> I thought the same as Hunter. 00:03:29:07 00:03:30:14 >> You did? 00:03:30:14 00:03:31:23 Sometimes images are the same. 00:03:31:23 00:03:32:27 Did anyone have a different 00:03:32:27 00:03:35:17 image in their mind? 00:03:35:17 00:03:38:07 Go ahead. 00:03:38:07 00:03:42:01 >> That the other ants carried 00:03:42:01 00:03:43:19 the mother ant on top of them 00:03:43:19 00:03:45:25 when they carried her. 00:03:45:25 00:03:47:29 >> In like a celebration? 00:03:47:29 00:03:49:05 That's a neat image. 00:03:49:05 00:03:51:08 I did not get that one. 00:03:51:08 00:03:52:13 >> We watched you move 00:03:52:13 00:03:53:20 through your class. 00:03:53:20 00:03:54:24 Both of you had clipboards 00:03:54:24 00:03:55:28 with you. 00:03:55:28 00:03:57:01 What were you assessing and 00:03:57:01 00:03:58:18 monitoring with your students? 00:03:58:18 00:03:59:25 >> I was looking to see 00:03:59:25 00:04:01:08 if the students were able 00:04:01:08 00:04:02:11 to form a mental image 00:04:02:11 00:04:04:06 in their mind. 00:04:04:06 00:04:05:18 And if they were able to tell me 00:04:05:18 00:04:07:29 how they formed that image. 00:04:07:29 00:04:09:11 What jumped out at them 00:04:09:11 00:04:11:23 from the text. 00:04:11:23 00:04:14:28 I also was looking to find out 00:04:14:28 00:04:17:17 if all the images were critical 00:04:17:17 00:04:18:25 for their understanding, 00:04:18:25 00:04:20:24 helping them realize that, 00:04:20:24 00:04:22:27 sure, there are a lot of images 00:04:22:27 00:04:25:07 that form in your mind, 00:04:25:07 00:04:27:02 but they're not all critical. 00:04:27:02 00:04:28:03 >> Tell me a little bit 00:04:28:03 00:04:29:24 about the actual form, itself. 00:04:29:24 00:04:30:22 >> Well, the questions 00:04:30:22 00:04:31:22 are along the side. 00:04:31:22 00:04:33:02 And the individual student names 00:04:33:02 00:04:34:16 are along the top. 00:04:34:16 00:04:35:28 It's a nice way to keep track 00:04:35:28 00:04:37:24 in who you still have to cover, 00:04:37:24 00:04:39:09 to make notes 00:04:39:09 00:04:41:04 about learning styles. 00:04:41:04 00:04:42:06 When I asked a student 00:04:42:06 00:04:43:22 why you visualize when you read, 00:04:43:22 00:04:44:26 one student said 00:04:44:26 00:04:46:12 it was more fun. 00:04:46:12 00:04:47:16 Another student said, 00:04:47:16 00:04:49:14 "It helps me understand, 00:04:49:14 00:04:50:24 and it's a better, easier way 00:04:50:24 00:04:53:07 to think." 00:04:53:07 00:04:54:10 Now, you're going to get 00:04:54:10 00:04:56:00 a chance to do some reading 00:04:56:00 00:04:57:18 and some visualizing. 00:04:57:18 00:04:58:24 We're going to get you 00:04:58:24 00:05:00:02 a Post-It note so you can 00:05:00:02 00:05:01:23 write your connection 00:05:01:23 00:05:03:20 to the five senses. 00:05:03:20 00:05:04:26 And so that we can get an idea 00:05:04:26 00:05:06:20 that you've got a pretty good 00:05:06:20 00:05:07:26 understanding about how 00:05:07:26 00:05:09:08 to visualize and how to pull 00:05:09:08 00:05:12:06 those rich words from the text. 00:05:12:06 00:05:14:09 Okay? 00:05:22:26 00:05:25:00 Who would like to share? 00:05:25:00 00:05:26:23 Hunter? 00:05:26:23 00:05:28:15 You had "swiftly." 00:05:28:15 00:05:33:21 Where are you going to put that? 00:05:33:21 00:05:36:28 >> Under "hear." 00:05:36:28 00:05:37:28 >> How does "swiftly" 00:05:37:28 00:05:40:00 go under "hear"? 00:05:40:00 00:05:41:26 >> Because I can hear the ants 00:05:41:26 00:05:44:02 telling the other ants. 00:05:44:02 00:05:45:01 >> And they're telling them 00:05:45:01 00:05:46:24 "quickly"? 00:05:46:24 00:05:48:11 Are they talking out loud 00:05:48:11 00:05:49:26 in your picture, 00:05:49:26 00:05:51:12 or are they whispering? 00:05:51:12 00:05:53:21 >> Talking out loud. 00:05:53:21 00:05:55:08 >> Does anybody have a picture 00:05:55:08 00:05:56:09 in their mind 00:05:56:09 00:05:58:07 of the ants whispering? 00:05:58:07 00:05:59:17 >> We just have to act this out. 00:05:59:17 00:06:00:20 Can we? 00:06:00:20 00:06:01:24 I can just see it in my mind. 00:06:01:24 00:06:02:25 Everybody ready? 00:06:02:25 00:06:04:04 We're the ants. 00:06:04:04 00:06:05:09 Go, spread the news. 00:06:05:09 00:06:06:27 We found the crystals. 00:06:06:27 00:06:16:18 (all whispering) 00:06:16:18 00:06:18:06 Nice job. 00:06:18:06 00:06:19:12 Great. 00:06:19:12 00:06:20:22 And that's one way that you can 00:06:20:22 00:06:22:00 share your visualizations, too, 00:06:22:00 00:06:23:12 is act them out. 00:06:23:12 00:06:24:14 >> People might be interested 00:06:24:14 00:06:25:22 in knowing what you've done 00:06:25:22 00:06:27:00 prior to this lesson 00:06:27:00 00:06:28:18 in order to help your students 00:06:28:18 00:06:30:24 have that much information 00:06:30:24 00:06:33:01 about comprehension strategies. 00:06:33:01 00:06:35:12 >> The strategies were 00:06:35:12 00:06:38:10 introduced during my read-aloud 00:06:38:10 00:06:40:15 part of the day. 00:06:40:15 00:06:42:01 And from there, 00:06:42:01 00:06:43:15 we went into practicing. 00:06:43:15 00:06:44:24 I would name the strategy 00:06:44:24 00:06:45:25 and I would say, okay, this 00:06:45:25 00:06:47:22 is what a careful reader does, 00:06:47:22 00:06:49:03 and this is what we're 00:06:49:03 00:06:50:26 going to practice today. 00:06:50:26 00:06:52:12 And I make use 00:06:52:12 00:06:53:19 of the entire day. 00:06:53:19 00:06:55:09 It's not just during 00:06:55:09 00:06:57:16 reading time. 00:06:57:16 00:06:58:24 It's during science. 00:06:58:24 00:07:01:05 It's during social studies. 00:07:01:05 00:07:02:07 It's during math, 00:07:02:07 00:07:03:09 when we're working 00:07:03:09 00:07:04:17 on story problems. 00:07:04:17 00:07:06:09 The strategies have to be taught 00:07:06:09 00:07:07:29 throughout the day. 00:07:07:29 00:07:09:25 >> You're going to sit with 00:07:09:25 00:07:11:07 a partner, shoulder to shoulder, 00:07:11:07 00:07:13:08 read a couple of pages. 00:07:13:08 00:07:14:14 Your partner is going 00:07:14:14 00:07:15:24 to put their thumb up 00:07:15:24 00:07:18:04 when they have a visualization. 00:07:18:04 00:07:19:21 And then, you can use 00:07:19:21 00:07:20:27 some of the questions that are 00:07:20:27 00:07:22:16 on this card to help you 00:07:22:16 00:07:25:04 ask your partner some questions. 00:07:25:04 00:07:26:11 The person who is doing 00:07:26:11 00:07:27:13 the visualizing 00:07:27:13 00:07:28:16 is going to write down 00:07:28:16 00:07:29:16 on the Post-It notes, just like 00:07:29:16 00:07:31:01 you did, some of the words 00:07:31:01 00:07:32:16 that brought those pictures 00:07:32:16 00:07:34:14 to their mind. 00:07:34:14 00:07:36:25 >> Long shadows stretched 00:07:36:25 00:07:44:02 over the entrance... 00:07:44:02 00:07:48:16 >> Every bend leading them 00:07:48:16 00:07:51:07 deeper into the dark forest. 00:07:51:07 00:07:52:10 >> Okay, I'm going to stop you 00:07:52:10 00:07:53:12 right there. 00:07:53:12 00:07:53:12 Hunter, I didn't see your thumb 00:07:56:24 go up while Bradley was reading. 00:07:56:24 00:07:57:25 Did you not get any pictures 00:07:57:25 00:07:58:28 in your mind? 00:07:58:28 00:08:00:26 You didn't? 00:08:00:26 00:08:03:09 Sometimes, when we're reading, 00:08:03:09 00:08:04:14 if we're not getting 00:08:04:14 00:08:05:29 any pictures, we have to stop 00:08:05:29 00:08:07:24 and say, "Bradley, 00:08:07:24 00:08:09:18 could we start over?" 00:08:09:18 00:08:10:27 Because you want to be seeing 00:08:10:27 00:08:12:28 some pictures on every page. 00:08:12:28 00:08:14:14 And a good reader thinks, 00:08:14:14 00:08:16:02 "Am I seeing pictures?" 00:08:16:02 00:08:17:16 If you're not seeing pictures, 00:08:17:16 00:08:19:24 ask yourself why. 00:08:19:24 00:08:20:28 >> Can you connect the words 00:08:20:28 00:08:23:08 to your own experiences? 00:08:23:08 00:08:24:26 >> 'Cause when my dad and I 00:08:24:26 00:08:27:14 went camping, we would see 00:08:27:14 00:08:29:26 fireflies, and my brother and I 00:08:29:26 00:08:32:25 would try to catch some. 00:08:32:25 00:08:33:25 >> Cool. 00:08:33:25 00:08:37:06 >> What sounds do you hear? 00:08:37:06 00:08:38:18 >> Um, like a whistling 00:08:38:18 00:08:41:29 of the wind. 00:08:41:29 00:08:45:00 And thin, little cracks crawling 00:08:45:00 00:08:47:25 up the wall, like crackling 00:08:47:25 00:08:49:20 when you're walking. 00:08:49:20 00:08:52:15 >> Write down "crackle." 00:08:52:15 00:08:53:20 >> What about you, what informs 00:08:53:20 00:08:54:25 your thinking as a lifelong 00:08:54:25 00:08:56:16 learner in this profession? 00:08:56:16 00:08:57:17 >> Pulling from the people 00:08:57:17 00:08:58:23 who are the experts, 00:08:58:23 00:09:00:13 and taking from them 00:09:00:13 00:09:02:08 what is you as a teacher, 00:09:02:08 00:09:03:20 taking from them what fits 00:09:03:20 00:09:05:22 into your day and your routine 00:09:05:22 00:09:07:09 and your teaching style. 00:09:07:09 00:09:08:06 >> You have to keep up 00:09:08:06 00:09:10:13 with what's current. 00:09:10:13 00:09:12:08 I graduated from undergrad 00:09:12:08 00:09:14:07 15 years ago. 00:09:14:07 00:09:16:01 A lot has changed. 00:09:16:01 00:09:17:10 You've got to read. 00:09:17:10 00:09:18:14 It has to be a part 00:09:18:14 00:09:19:19 of who you are. 00:09:19:19 00:09:21:12 And you need to find someone 00:09:21:12 00:09:23:00 that you can connect with. 00:09:23:00 00:09:23:29 You need to join 00:09:23:29 00:09:25:01 professional reading groups. 00:09:25:01 00:09:26:03 You need to be part of 00:09:26:03 00:09:29:01 the state reading association. 00:09:29:01 00:09:31:12 You need to find workshops 00:09:31:12 00:09:33:07 that you can go to. 00:09:33:07 00:09:34:06 >> It was a pleasure 00:09:34:06 00:09:35:17 being in your classroom today. 00:09:35:17 00:09:37:01 It was very apparent 00:09:37:01 00:09:38:10 that you do inform your thinking 00:09:38:10 00:09:40:08 by staying current in the field. 00:09:40:08 00:09:42:10 Thank you.