Title of Video Segment: Into the Book: Behind the Lesson, Evaluating
Running time: 9 minutes, 34 seconds
Synopsis of Segment: Evaluating…Students learn to evaluate a magazine using criteria, a process that engages them with the text, increases their comprehension, and prepares them to analyze the information they encounter every day.

DR. MICHAEL P. FORD: How do students use evaluating to get into the book? Let's get Behind the Lesson and see how teachers make this happen.

HEATHER PERIA: We're keeping a reading log so we know everything we read. Jeff, the last one?
STUDENT: Write a reading response every week.
HEATHER PERIA: Any questions about the expectations today? And I'm going to meet with the reading group today, with Rosie and Dumari, and Ariana and Josh.

I want us to start by thinking about some prior knowledge, some things that we already know. I want you to think about when Clyde Clark came to visit. What were some of those inventions from the past? Those inventions that were invented by African American people. What do you remember Dumari?
STUDENT: The grease.
HEATHER PERIA: The hair grease, wasn't that cool? Josh, do you remember an invention from the past?
STUDENT: The gas mask.
HEATHER PERIA: The gas mask, yeah. Those were some cool inventions from the past. "Time for Kids" has a special issue that we're going to look at today, that's about inventions from right now, from today.
DR. FORD: Let's talk a little bit about the lesson today. What was your primary objective?
HEATHER PERIA: We've just newly learned the strategy of evaluating. It was just to kind of continue practicing using that strategy to get that language out there, of criteria, and evaluating. To get them to understand what that strategy means, what kind of thinking that is when they're evaluating.

Here we have these brand new inventions that "Time for Kids" thinks the kids are going to think are pretty cool. We're going to evaluate these inventions and we're going to decide if you think they're pretty cool. We're going to use criteria to do that.

Now these are some of the ideas that you came up with, and I added a couple of my own. You told me if an invention is a cool invention, it's a robot. Kids think it's a cool invention if you can buy it, if you can afford to buy it. They think it's cool if it makes life easier, or you guys think it's cool if it makes life easier. If it's fun to use. And you think it's cool if it's a toy. So you sort of  evaluated. You thought of some criteria for what would make a cool invention.
Today, we're going to take a closer look at this issue of "Time for Kids," which is focused all on cool inventions of 2005. You can really go through this in any order that you like. While you're going through it, I'd like you to make sure that you read about each invention, and think about what is the invention called and what is it that it does. I want you to notice the bold red print, because that's going to help you find the name of the invention.
STUDENT: "It can also provide clean drinking water for survivors of hurricanes or other disasters."

HEATHER PERIA: Tell me, what's the name of that invention?
STUDENT: LifeStraw.
HEATHER PERIA: And what does it do?
STUDENT: It helps you from getting sick. It helps you from getting sick.
HEATHER PERIA: How does it help you from getting sick?
STUDENT: The straw uses seven types of filters to clean dirty water.
HEATHER PERIA: So they're cleaning the dirty water, and then you can drink the water that used to be dirty and is now clean. What do you think about that?
STUDENT: It's cool.
DR. FORD: You also dropped in on all your kids. You listened to each one of them read orally for a few minutes. Tell us what you're doing there.
HEATHER PERIA: I'm doing a running record. I'm just looking for what words they can read, whether they're paying attention to punctuation, whether they're reading fluently. If I notice they miss four or five words, I want to make sure to have a discussion and see whether they understood the gist anyway, whether they need more support with that section.
I showed you something like this when we made the criteria for what makes a good book. Do you remember that? Well, this is criteria for what makes a cool invention.

DR. FORD: Now most reading programs are sort of driven by things in book format, but you deliberately chose what I would call an alternative text.
HEATHER PERIA: I chose the "New Scoop" edition of "Time for Kids," which is geared towards second and third grade reading levels. I chose that intentionally, because it's a little below most of their reading levels. I wanted them to be focusing on the strategy use and not the decoding of the reading. I chose "Time for Kids" specifically because kids really enjoy it. When the new issue comes, they're just really excited. I think it's important for kids to stay on top of current events. And it's a way to do it that I think is a little more engaging than the newspaper and a little more accessible.
Is it a toy?
HEATHER PERIA: Let's evaluate the LandRollers. Is it transportation?
HEATHER PERIA: Are they affordable?

STUDENT: If you have enough money.
HEATHER PERIA: What do we know about whether they're affordable? What do we know about how much they cost?
STUDENT: Two hundred forty-nine bucks, plus tax, I think.
STUDENT: Three hundred dollars.
HEATHER PERIA: So I hear you saying it kind of depends on who you are whether or not you can afford it. People might answer that question differently. How would you like us to answer it today? Is that affordable?

HEATHER PERIA: Do LandRollers make life easier?
STUDENT: Yes, because they help you not trip on the sidewalk with the cracks.
HEATHER PERIA: Okay, I like how you went right back to the text to look for that detail. Does it make life safer?
STUDENT: Yes, because you won't get your knee and stuff all busted up.
HEATHER PERIA: Is it fun to have and use?
STUDENT: Look at that, we really thought that pretty cool.
STUDENT: That almost, like, won!
STUDENT: What's Nuvo?
STUDENT: Nuvo can dance and play music and shake hands.
HEATHER PERIA: Yeah, I think that's a beautiful summary. He can dance and shake hands and play music. Well, there's more details, but he gave us a nice summary.
DR. FORD: I think what was interesting was it was a guided reading lesson, but all the focus wasn't on oral reading and word level. There was a lot of attention to comprehension strategy. How important is that for third graders?
HEATHER PERIA: I think it's very important. I think it's that year you hear people say a lot, you go from learning to read, to reading to learn. Most of my kids have got the phonetic abilities down and so I'm just trying to build fluency and understanding.

I want you to take it a step further. Close your magazine and look at the cover. What I want you to think about is this magazine, this "Time for Kids," the coolest inventions of 2005. Overall, as a whole magazine, how do you think they did in choosing inventions that were cool? Do you think that "Time for Kids" did a good job in making this magazine? What do you think they did well? Or, do you think there were some things they could have done better?

STUDENT: They could have done the prices on every single one.
HEATHER PERIA: Dumari's saying it would have been nice if the magazine had included the price of every invention.
HEATHER PERIA: Why don't you think about something we talked about at the beginning. When Clyde Clark came, and he shared all those inventions with us, did he talk about who had invented all of those things, and that all of those things had been invented by African Americans?
HEATHER PERIA: Do you think it would be interesting to know information about who made these inventions here? Why would that be interesting?
STUDENT: Because, if you know who the person was, then you would say - or if it was your friend, or something, then you could ask them, "How do you make those?" And they'll teach you how to make them. Then you'll learn, and you'll become popular of becoming to make something.
DR. FORD: Working with a small group was effective, because your other kids are so well engaged independently. Can you talk a little bit about how you lay a foundation for that independence, that self regulation. What do you do to foster that?
HEATHER PERIA: We do some modeling of it with fishbowl modeling. You know, where I'd have a couple kids come up and I use a timer, and we'd kind of watch. What does it look like when somebody reads uninterrupted for five minutes? Then we just keep adding time. Then, we try it. Then we talk about what to do so you can sustain it.
I want you to think like inventors and think about the future. This is just a prompt that you're going to take with you for writing. I want you to think about how you would look at some really common inventions that we use every day, and how you could evaluate these and decide how you could make them better. Inventors look at something and they use criteria. And they evaluate it, and they think about what's good and what could be better and how they could change it. You're going to be the future generation. I'm really looking forward to what you are going to use your critical thinking skills to invent.

DR. FORD: How would you follow up what you did today? What do you see as the next step for the students that you were working with, or for the strategy of evaluation?
HEATHER PERIA: I'm still not sure they were understanding the idea of actually evaluating the "Time for Kids" as a magazine. You now, they kept going on this tangent of wanting to talk about the actual inventions. So, maybe find some texts that were similar and just sort of repeat the process. I guess, look for texts that would lend themselves towards similar type discussions.
DR. FORD: Let me just say, as somebody who's really watched guided reading in a lot of classrooms, it's very interesting to see how you handled this kind of a lesson with alternative text and third graders. Very interesting. Thank you.