WEBVTT

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[Music]

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Erin Green: My name
is Erin Green.

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I'm a third-grade teacher

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at Lake Forest North Elementary
School in Felton, Delaware.

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Green: Today's job is, you
are going to be looking

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for what we call text elements.

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Green: The students, last
week, were taught how

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to identify character and
setting within a story.

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So this week, I wanted to
extend it a little bit further

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and have them focus on some more
elements that make up the text.

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So that's why I have decided

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to include the problem
and the resolution.

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The graphic organizer that I
chose is a simple story map.

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I created it having the story
elements as the main focus

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in the middle, and then it's
broken up into the characters,

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the setting, the problem, the
resolution, and the theme.

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Green: Before we start our
story, we're going to go

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over our organizers so that
you know all the things

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that you need to be listening
for as we read today.

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Green: We'll start
off as me modeling

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to show the students my
thinking-aloud process

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of how I'm identifying
the elements.

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>>Green: Do we know what
characters are in a story?

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My brain reminds me that we've
talked about these before.

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Morgan, what are characters?

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>>Morgan: They're people
in stories.

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>>Green: If I'm using the
read-aloud, I will ask questions

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that focus on those elements,

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and I will have the students
be listening and discussing

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with their partner the
questions that I ask.

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Green: As I read the story to
you, I want you and your partner

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to be thinking about how we
can answer these questions

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to help us fill in
our organizer.

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[The Problem...]

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Green: "Gertrude took a
nose dive, caught an updraft,

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and sailed into a lazy glide.

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She did not, however,
come down."

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Oh boy. I think we may have a--

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>>Students: Problem.

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>>Green: --problem.

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Talk to your partners.

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What is the problem?

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>>Student: She won't come
down, and she won't come back.

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>>Green: I'm seeing a lot of
my partners are already writing

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down this problem,
which makes me excited

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because that means you
think you know what it is.

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Can someone tell me,
what's the problem?

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What should I add
to my organizer?

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What is wrong?

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What's going on?

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Morgan?

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>>Morgan: The cow
won't come down.

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>>Green: She will not
come down from the what?

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>>Morgan: The sky.

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>>Green: -- from
the sky, very good.

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So if you would, for me,

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add that to our organizer:
The cow will not...

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Green: "Ms. Rosemary sat
down and began to sew.

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She worked all through
the night.

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Her sewing machine
never stopped humming."

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This is a great picture
clue to use in my brain

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to make a prediction
or to draw a conclusion

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about what Ms. Rosemary's
going to do

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with all of these materials.

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So take a look at this picture,

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and let's have partner
twos tell partner one,

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what do you think Ms.
Rosemary's going to do

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with all of these materials?

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>>Student: She might use
them to get her down.

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[The Resolution...]

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>>Green: "Gertrude came
down like a rocket.

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She landed squarely on
Matilda and mashed her flat.

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Ms. Rosemary smiled and
finished her scrambled eggs."

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My brain just told me something;
something has just happened.

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What have we just found out?

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Chelsea?

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>>Chelsea: The resolution.

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>>Green: What is it?

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>>Chelsea: That Matilda worked.

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>>Green: That Matilda worked.

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So when it says, "How did
we solve the problem?"

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how did we solve this
problem, or in other words,

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how did Ms. Rosemary
solve this problem?

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What did she finally have to
do to get the cow to come down?

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Tell your partners.

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>>Student: Make Gertrude get
jealous from the other fake cow.

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>>Green: She solved the problem
because she made Matilda,

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and because she made
Matilda, that fake cow,

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she was able to solve
her problem.

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The problem was the cow
would not come down.

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So to fix it, we had to figure
out a way to get the cow

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to come down out of the sky.

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Green: One of the biggest
ways that I can tell

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that my students are learning
is just watching them interact

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with text.

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When they complete an activity

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or they complete an assignment
during a week, and we come back

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to it the following week,
especially in my low group,

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and I see them discussing
with each other the strategies

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that we taught last week and
using them on this new story,

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that really reassures
me that the things

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that I have taught them
they are holding on to,

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and they are then applying them

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to this new story
that they're reading.

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>>Student 1: I think she's
going to catch Gertrude

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and pull her back into the farm.

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>>Student 2: Oh, I got one:
She wants it to be her way,

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not Ms. Rosemary's way.

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>>Green: You may be
asked, later this week,

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to complete this organizer
again, but on a different story.

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So I'll make sure that I
keep this up in this room

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so you can look at it for
reference, and then I'm going

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to collect these
so that I can look

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at all the things
that you wrote down.

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Green: Sometimes we
teach a strategy,

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and then the kids never
have to use it again.

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and they forget about it,

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or they don't understand
the reason behind using it.

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Even for my high-level students

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that I know are good
comprehenders as well

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as great readers, I still
always want to refer back

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to that organizer or back to
that strategy just to make sure,

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for myself, that they're
not losing any of the things

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that I have taught them
in previous lessons.

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[Music]