WEBVTT

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[Music]

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Ginger Brown: We are going to continue 
today with "Dr. De Soto."

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We're going to continue
with that story.

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But before we begin, what I'd
like to do is, we need to think

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about what we have
already read, okay?

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We're going to ask ourselves, "What 
did we read? What's happened?"

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Who can tell me what
that reading strategy is?

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Okay, what is that
reading strategy,

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when you ask yourself what
have you already read?

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Sara?

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>>Sara: That's when
you summarize.

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>>Brown: It's when
you summarize, okay.

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I'm going to come up here
to our chart a minute.

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That's when we think about the
main ideas or important parts

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of the story, and we tell in
our own words what has happened.

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What I'd like you to do: I
want you and your partner,

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can you please share and
tell what's happened so far?

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What do you know
about the characters?

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What problem have we developed?

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Go ahead and talk
it over, please.

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>>Student: He had
customers, and--

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>>Student: Hurting him?

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What?

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>>Student: I want to tell you.

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And there was a cat...

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>>Brown: When we start
out a read-aloud,

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I'm going to review what
we've covered, and then I look

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at what comprehension
skills are we focusing on.

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This particular week we are
focusing on questioning,

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and that is a very difficult
skill for second graders.

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And so what I am going to do
is, I'm thinking to myself,

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"I want to find opportunities
for me

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to ask questions, to model.

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I want to find opportunities
for them to ask questions."

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But in addition to
that, I'm teaching them

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that reading is not
just questioning;

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it's making connections;
it's summarizing, predicting.

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So in addition to your focus
skill, you still want to bring

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in all those other skills,

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because reading is not
just that one strategy.

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Brown: We just talked
about summarizing, okay.

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Is that the only thing
that good readers do?

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>>Students: No.

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>>Brown: No.

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What are other things
that good readers do?

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Talk it over; lower number go.

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>>Student: If good readers
get stuck on a word,

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they'll just move on, so
they'll have enough time

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to finish a story.

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>>Brown: All right,
come back to me.

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What else do good readers do?

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>>Student: They visualize,
and they go back

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to the page that
they're reading.

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>>Brown: Okay, they visualize.

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Can you explain to the class,

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review what visualize
means, please?

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>>Student: Visualize means
you make a movie in your head.

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>>Brown: You make a
movie in your head;

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you try to see what
you're reading.

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Brown: As I'm going through the
book, I'm going to do reading.

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But then there are going to be
times when I'm going to stop,

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and then they are going to
have that partner conversation.

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At this point in a school year,

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I'm telling them what
I want them to do.

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>>Brown: What do you
think is going to happen?

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>>Student: I think
what's going to happen--

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He's probably going
to take the tooth out.

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>>Brown: Okay, you think he's
going to take out the tooth.

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Brown: I have certain
ways that I need them

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to do their partner sharing.

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They have trouble learning
who needs to talk first,

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so they're assigned
numbers in my classroom

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that they put on their papers.

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I'll say higher number,
lower number.

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They need to learn
how to listen,

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how to respect each other:
"I went first last time,

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you go first this time."

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So it's a lot of modeling.

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Brown: What I want you to do
is ask your partner a question

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about what's happened
so far in the story.

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Go ahead and talk about it.

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Let's have higher number.

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>>Student: The rat is going
to pull his tooth out?

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Your turn!

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>>Brown: Share your
question, Michael.

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>>Michael: Why didn't Dr.
De Soto just say, "Go away,"

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to the fox when he was
calling Dr. De Soto?

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>>Brown: Right.

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That would be like an
"I wonder" question like

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"I wonder why Dr. De Soto
didn't just send him away?"

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You're right.

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Let's listen.

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Rubin, share your question.

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>>Rubin: Why did
he trust the fox?

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>>Brown: Why did
he trust the fox?

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Hmmm. All right, hands down.

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One of the things
we're learning to do is

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when I ask you a
question, we've got to look

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and find story clues
to prove our answer.

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Brown: I feel like what
I'm doing in second grade

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with the partner sharing is I'm
really laying the foundation.

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I'm building on what
they already know.

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And I'm always teaching
them, "What I am teaching you

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to do is what I want you
to learn to do on your own.

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Like this is not just for
reading time with Mrs. Brown;

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it is for every time
you're reading."

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I am trying to get them
to that independent level

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of text discussion.

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Brown: I want you to think
of what we have read today,

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all the events--those
are called events,

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things that happen in the story.

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Think of your characters; your
characters would be the people

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or the animals in the story.

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And I want you to ask
your partner a question

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to test them--play teacher--

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to test them of what we've
read today, all right?

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And I'm not going to say
higher or lower number;

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I want to give you that
responsibility of taking turns.

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Ask a question to ask
what's happened today.

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Go ahead.

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>>Student: Why did Dr. De
Soto come up with a plan?

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>>Student: Why he wanted to make
up a plan is because he want

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to help everybody, but he
don't want nobody to eat him.

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>>Student: Your turn
to ask me a question.

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>>Brown: At the end of the year,

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I am hoping in their
partner discussion--

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if I read a couple of pages and
I say, "Okay I want you to talk

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with your partner about
what you've read"--

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they're going to be able to
make their own connections,

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do their own summarizing, maybe
make their own predicting,

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and then come back and share
as a class what they've done.

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I'm hoping that I can
give them the reins.

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[Music]