WEBVTT

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>> Jennifer Conlon: Right,
so we have our agenda today,

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and what we are going to do
is look at student work first.

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And we are using the Save
the Last Word protocol,

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just remembering that Save the
Last Word is the presenting

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teacher doesn't say
anything about the work

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until everybody else has had
a chance to look at the work.

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So I can go first;
this is my work.

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This was an open-response
question they did

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about the brother
and sister story.

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>> Kathleen Hannon:
From Houghton-Mifflin.

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>> Conlon:

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From Houghton-Mifflin,
in the anthology.

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It was modeled.

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There was a model hanging up.

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So take a look.

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The question was,
"How do older brothers

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and sisters help take care of
the other brothers and sisters?"

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Or, "How do they help out?"

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I think, "How do they
help their family out?"

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"If you have a baby sister
or brother, the older brother

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or sister has to take
care of the baby.

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If it is crying, maybe
it is tired; you can help

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if you sing a lullaby.

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Or if your baby brother

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or sister is yelling,
maybe it is hungry."

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>> Hannon: Well, obviously
there are not three pieces

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of evidence there.

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He got one, and then
he went off to explain.

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And if I remember
correctly, I don't believe any

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of those details
are in the story.

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So he is pulling some
information from another source.

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Probably his life-

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>> Mary Quillen: It's
on what he thinks.

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>> Hannon: Yeah, what he thinks.

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>> Quillen: Instead of
going back into the text.

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Now this was approximately when?

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>> Conlon: Today.

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>> Quillen: Today?

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>> Quillen: OK so he should have

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at this point-because I know
I have seen you teach-lots

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of modeling, so this person
obviously needs some more

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specific direction.

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And I don't know, I guess I
would-would you partner him

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up with someone who
is doing really well?

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You know, one of his peers,
and they can actually say,

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"Where did you find this?

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I didn't remember seeing that."

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>> Quillen: I also remember
you did a modeling lesson

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specifically, when I came
back, on firefighting.

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And when you did your
T-chart and you talked

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about how they listed
things and there were things

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that they knew, and
they had to write

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down here whether there
was evidence in the story

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or not evidence in the story.

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So I know that you have
modeled that, so that's-

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>> Conlon: Yes.

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I actually had them with
sticky notes that said things

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from the story that I said,
"You can't put that in there

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because it doesn't say it.

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You just know it."

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We have been talking

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about bringing underlining
in at our level.

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I am thinking for him
underlining might be really a

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valuable tool because if he
is underlining the evidence

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in the text-

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>> Quillen: He has to find it.

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>> Conlon: Then he has
to find it and he has

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to show me where it came from.

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So I am thinking that that could
be really valuable for him,

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because-I don't know-a
partner is a great idea,

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but for this child,
it's not really helpful.

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>> Quillen: Absolutely.

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>> Conlon: So I think
maybe what I will have

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to start doing is photocopying
the text, because sticky notes

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for him, I don't
think it's enough.

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I don't think it's
concrete enough.

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We talked about that
this morning

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with your lesson is that-

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>> Hannon: They don't know what,
they mark a page and then they-

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>> Conlon: Can't remember what-

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>> Hannon: Can't remember
why it is they marked it.

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>> Conlon: So I think for him, I
may have to photocopy the text,

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so he can actually get into the
text and underline and show me,

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"This is where I see it."

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>> Hannon: I know there are
people in the red area here

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that are capable of moving
up, and some of them are

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like right on the edge there.

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So I need to come up with
some things or find some areas

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where I could help them
improve and to be able

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to answer those questions
so that they can move

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up to the middle of the chart.

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>> Quillen: All right, look

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at their specific
breakdown of areas.

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Is there one area that
they are really close

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to moving up on a level?

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You know what I mean?

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So they have maybe
a couple of areas

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that you could concentrate on.

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>> Hannon: Let me just
see, if I take one

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of these students in particular.

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OK, all right, this one.

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His lowest is understanding
informational

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and expository text.

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>> Conlon: Well, we
saw you addressing

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that by doing more informational
and expository text

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and trying to bring that in.

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>> Hannon: And it was funny.

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He was one of the ones that
had his hand up all the time

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for the information and
to answer questions.

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>> Quillen: So you may
think he was actually going

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to score pretty well.

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>> Hannon: But I think on
the maps what you also use

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for informational text is not
just a story or a selection

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about a nonfiction
topic, but it's more.

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I mean, I have seen them give
them recipes, menus, signs,

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and things like that to read.

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So I am wondering if it
might not be a good idea

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to start reading
those kinds of things.

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>> Conlon: So maybe what
we need to do is bring

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in some more real-life reading
like that, like menus or things

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that they see in
their everyday lives

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that we don't necessarily
put out there

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as this is reading, but it is.

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Schedules.

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I have seen schedules on there.

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>> Quillen: Recipes is a great
idea because maybe they could go

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and ask for a recipe from
home, that they could bring-

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>> Conlon: We did
that once, didn't we?

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>> Quillen: We did that in-I
think we were making a book-

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>> Conlon: For Mothers'
Day, I think we did that.

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We could do some
things similar to that.

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>> Quillen: Yeah,
that is a good idea.

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>> Hannon: I mean, even
the posters that are

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around the school, like
"Picture Day is Coming."

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Well, when is it?

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What time is it?

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>> Quillen: "Book Fair is
Coming;" there are going

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to be a lot of posters there.

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>> Conlon: So I think maybe that
is something we should really,

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as a team, we should implement,

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is looking at that
kind of thing.