Transcription
[Music] So when I think about my students and being responsive to their to their learning, it's really about getting to know them as as readers. Specifically, thinking about when I think about our interactive read aloud, in that part of the framework, it's a time where I really think about where are my students in their thinking and what are my next steps. So it's a lot of, I love to do a lot of open-ended, "What are you thinking? What are you wondering?" And that lets me know where they are in their thinking process.
So when I use those very broad and open-ended questions, I can really say, "Okay, this is where they are, what they're thinking, and this is where we need to go next steps." So I think the open-ended, the open-ended questioning is a very great strategy that teachers can use when they're thinking about, "What, what should my interactions with students sound like?" or "What should my prompts during an interactive read aloud sound like?" And I think just, though, "What are you thinking?" So many times, the kids are already starting to to make some some inferences and notice some things that the authors aren't explicitly stating. But that tells me that they're really going beyond the text and they're not just taking the literal thinking within it, but taking it beyond. And I think that's an incredible thing that even third graders have demonstrated that they're able to do.
As far as I think when I, the really about the text, we've spent so much time in third grade thinking about our students as readers and making the connection to writing. What I love is opening with something like, "What are you noticing?" during an interactive read aloud. And what I found is, it's surprising to me to know just how much our students are actually noticing the craft that writers are using and the choices that they're making to teach us information about a topic. They notice the descriptive language. My favorite thing is when I hear the students say, "I notice how the author used this descriptive language," and it makes me realize, "Wow, they're really noticing choices that the author is making and how they're using that to to convey a meaning or message to to the audience."
And this is the soldier and they use their swords to root out fish hidden in sand and mud, then grab them with needle-sharp teeth. Already starting to notice about the lady author, Nicola Diaz, has written this book. I'd like you to turn in though to conversation. "What are you already starting to notice?" We were really rebuilding our conversation here. I mentioned this first page. She noticed how the author made the text stand out. "I wonder why she did that. Why do you think she made this text look different? So this shark is big, so maybe that's why she made the text large. What else are you noticing?" Malia, is that too? And I also loved how the author included some extra information because I don't know about you, but I have never heard of the wobbegong shark. So Nikola TV said, but it isn't the basic body plan that make sure sharks. You're wondering so far about sharks, but you know what I'm wondering? I'm wondering if it isn't the basic body plan that makes a shark shark, then what is what makes a shark shark? True buddy, what are you thinking?
[Music] Characteristics, kind of like what they do.
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