| 0:00:00 | three point is teaching project builds on the idea that kids are gonna be more |
|---|
| 0:00:04 | motivated to read |
|---|
| 0:00:05 | if they see an authentic purpose for reading |
|---|
| 0:00:08 | and also this project positions kids who traditionally been seen from a deficit standpoint |
|---|
| 0:00:14 | and export |
|---|
| 0:00:15 | so |
|---|
| 0:00:17 | which howling and they're experts and they we have up to those expectations |
|---|
| 0:00:22 | lather thing and being told that they can treat are feeling like they can in |
|---|
| 0:00:27 | this project fifth and sixth grade students have been identified for title one |
|---|
| 0:00:31 | prepare reading lessons for first graders |
|---|
| 0:00:34 | each intermediate student has two or three first graders as students |
|---|
| 0:00:38 | to prepare for each lesson the students and i brainstorm things that their previous reading |
|---|
| 0:00:44 | teachers had done with them and reading lessons |
|---|
| 0:00:47 | and then we talked about ways that |
|---|
| 0:00:50 | those reading lessons helped or maybe didn't help them so much |
|---|
| 0:00:54 | and we looked at ways to revise those kinds of professional development component for the |
|---|
| 0:00:59 | apprentice teachers one of the things that idea this took pictures during each lesson and |
|---|
| 0:01:04 | i also videotaped some of the lessons |
|---|
| 0:01:08 | and afterwards we debriefed and i asked them to look at the pictures and what |
|---|
| 0:01:12 | was going on during that picture and they did some reflective writing |
|---|
| 0:01:16 | on another occasion we watched video of themselves and their peers teaching and they critiqued |
|---|
| 0:01:23 | each other they did the three pluses and the wish activity and they really helped |
|---|
| 0:01:28 | each other figure out how to handle things like and they all feel like they |
|---|
| 0:01:32 | would really like to be in the apprentice teacher project again |
|---|
| 0:01:36 | and they feel like they've read a lot more than they would have otherwise they |
|---|
| 0:01:40 | also become much more aware of the miscues that they make and the how important |
|---|
| 0:01:46 | is to think about miscues and think about making self corrections |
|---|
| 0:01:50 | they're taking a lot more ownership and responsibility for their own reading and definitely becoming |
|---|
| 0:01:55 | experts as readers |
|---|