What is a main idea?

WEBVTT
Kind: captions
Language: en

00:00:00.290 --> 00:00:01.140
- [David] Hello readers.

00:00:01.140 --> 00:00:03.340
Today I'm in this peaceful forest

00:00:03.340 --> 00:00:04.980
to tell you all about the skill

00:00:04.980 --> 00:00:07.820
of figuring out the main idea of a text.

00:00:07.820 --> 00:00:10.330
- [Squirrel] Say, what's the big idea?

00:00:10.330 --> 00:00:11.470
- [David] Yes, exactly.

00:00:11.470 --> 00:00:12.303
Wait, what?

00:00:12.303 --> 00:00:13.570
Oh, hello squirrel.

00:00:13.570 --> 00:00:14.690
- [Squirrel] You heard me, big legs.

00:00:14.690 --> 00:00:15.930
What's the big idea?

00:00:15.930 --> 00:00:18.310
Were you tromping all
over my patch of forest

00:00:18.310 --> 00:00:19.860
without so much as a how do you do?

00:00:19.860 --> 00:00:20.693
- [David] I'm sorry.

00:00:20.693 --> 00:00:22.050
How do you do?
- Hello.

00:00:22.050 --> 00:00:23.150
- [David] How can I make it up to you?

00:00:23.150 --> 00:00:24.150
- [Squirrel] Well, okay.

00:00:24.150 --> 00:00:26.010
I'm working on a school assignment.

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- [David] Squirrels have school?

00:00:26.843 --> 00:00:28.030
- Yeah.
- All right, all right.

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Sorry, go on.

00:00:28.863 --> 00:00:30.290
- [Squirrel] So I've got
this newspaper article,

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and Mr. Badgerton says I have to draw out

00:00:32.520 --> 00:00:34.430
what the main idea is.

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How is that different from a summary?

00:00:36.480 --> 00:00:38.160
- [David] Okay, a summary is all of

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the key details of an article or a story,

00:00:40.590 --> 00:00:43.340
but a main idea is bigger than details.

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It's what those details add up to.

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A main idea is the key information

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that the author wants you to know

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after you've finished reading the text.

00:00:52.520 --> 00:00:54.800
So, for example, what's
going on in your article?

00:00:54.800 --> 00:00:56.320
- [Squirrel] It's about
the creek in the forest,

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and how everyone wants to drink from it,

00:00:58.370 --> 00:01:01.600
but the otters wanna swim in
it, the bears wanna fish in it,

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and the beavers wanna build a dam in it

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and turn the whole thing into a pond.

00:01:05.300 --> 00:01:06.650
- [David] Not as peaceful of a forest

00:01:06.650 --> 00:01:07.680
as I thought, huh?

00:01:07.680 --> 00:01:08.970
- [Squirrel] Not so much, no.

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- [David] What you just told me

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is a summary of the
events of the news story.

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But the big idea there is that
there's a conflict or fight

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over who has access to the creek.

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- [Squirrel] So you just zipped
all the supporting details

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out of my summary, and made
it more about the ideas?

00:01:24.080 --> 00:01:25.120
- [David] Yeah, exactly.

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The main idea is that different
animals wanna use the creek.

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- [Squirrel] Can you give me
a more complicated example?

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- [David] I would love to.

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Why don't we take a look at
this text about brain growth?

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So here's a passage about
training your brain.

00:01:36.930 --> 00:01:39.690
I'm going to read it,
I'm gonna make notes,

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and then I'm gonna
summarize each paragraph.

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And then, I'll take all those summaries,

00:01:44.610 --> 00:01:46.040
put 'em together, and that'll help us

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come up with a main idea.

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So, here we go.

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Your brain gets stronger
when you exercise it,

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just like muscles get stronger
when you exercise them.

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Training your brain isn't
always easy or comfortable.

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In fact, your brain uses up 20%

00:02:01.330 --> 00:02:03.410
of the oxygen and blood in your body

00:02:03.410 --> 00:02:05.490
because it works so hard.

00:02:05.490 --> 00:02:10.490
Okay, so, your brain can get
stronger, but it's not easy.

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Here are some examples
of how your brain grows

00:02:13.740 --> 00:02:15.290
when you learn new things.

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Learning math strengthens
the parts of the brain

00:02:17.650 --> 00:02:20.610
that are linked to memory,
thought, and action.

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Imagine that!

00:02:21.770 --> 00:02:24.490
Remember when you first learned
how to add and subtract?

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You got faster and faster
with more practice.

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That's because your neurons,
those are brain cells,

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your neurons were learning
how to work with each other,

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and then your memory improved.

00:02:34.380 --> 00:02:37.080
But memory is useful
for more than just math.

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I'm gonna underline more than just math.

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That same part of your brain

00:02:40.130 --> 00:02:43.250
helps you remember basketball
plays, dance routines,

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and even nice memories with
your friends and family.

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So it's not just about math.

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Learning and practicing things
helps your brain work faster.

00:02:51.910 --> 00:02:54.880
Learning or practicing
anything, yes anything!

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Learning and practicing helps strengthen

00:02:56.810 --> 00:02:58.723
and change our brains.

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Your brain is changing and
creating new neural pathways,

00:03:04.180 --> 00:03:05.606
which is just another way of saying

00:03:05.606 --> 00:03:07.983
brain connections, right?

00:03:08.890 --> 00:03:12.020
Neural is similar to neuron.

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So it's like, having
to do with brain cells.

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Your brain is changing and
creating new neural pathways

00:03:18.860 --> 00:03:21.300
when you struggle to learn something new.

00:03:21.300 --> 00:03:23.020
So struggle is important.

00:03:23.020 --> 00:03:25.480
In other words, there's a
lot happening in your brain

00:03:25.480 --> 00:03:26.810
when you're learning.

00:03:26.810 --> 00:03:29.720
All learning can build
new information pathways,

00:03:29.720 --> 00:03:31.920
but learning things that
are challenging for you

00:03:31.920 --> 00:03:34.630
can supercharge your brain growth.

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In other words, the
more you're challenged,

00:03:36.340 --> 00:03:37.513
the faster you learn.

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So here are my paragraph summaries.

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Your brain can get
stronger, but it's not easy.

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Learning and practicing
helps your brain work faster.

00:03:46.970 --> 00:03:50.450
And the more you're challenged,
the faster you learn.

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Putting those three things together,

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I would say that the
main idea of this passage

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is that learning new information
can strengthen your brain.

00:03:58.620 --> 00:04:00.680
Let's get our little
thinky pinky back in there.

00:04:00.680 --> 00:04:03.470
What I did was I took
something from each paragraph

00:04:03.470 --> 00:04:05.560
and found what they all had in common.

00:04:05.560 --> 00:04:07.030
There were some details, for example,

00:04:07.030 --> 00:04:11.410
about math or dance
practice, that are important,

00:04:11.410 --> 00:04:12.470
but aren't so important

00:04:12.470 --> 00:04:14.800
that they need to be
included in the main idea.

00:04:14.800 --> 00:04:16.520
All of that can just sort of be pushed

00:04:16.520 --> 00:04:20.340
into this broader idea of
learning new information

00:04:20.340 --> 00:04:23.153
makes your brain stronger,
can strengthen your brain.

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- [Squirrel] So how should I
be thinking about main ideas?

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- [David] All right.

00:04:27.873 --> 00:04:29.677
So, are you familiar with the expression,

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"You can't see the forest for the trees"?

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- [Squirrel] David, I live in a forest.

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Of course I'm familiar.

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- [David] So it means, right,

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don't get so hung up on details

00:04:37.610 --> 00:04:39.310
that you can't see the big picture.

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The trees, one by one, are
all part of the forest.

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They make up the forest.

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Right, you with me?
- Yes.

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- [David] A summary of the forest

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is all the important details.

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There's a stream here,
there's a birch tree here,

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a Douglas fir tree here, a red
oak tree here, a rock there.

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But the main idea is this is a forest.

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All of those things together

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add up to the idea of a forest.

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- [Squirrel] But do they add up

00:05:04.345 --> 00:05:06.670
to you doing my homework assignment?

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- [David] They do not.

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- [Squirrel] Aw, nuts.

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- [David] You can learn anything.

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David, out.


First and secondhand accounts

WEBVTT
Kind: captions
Language: en

00:00:00.130 --> 00:00:00.963
- [David] Hello readers.

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I just got back from
the library with these.

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Books.

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"Oh, big surprise," you say.

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I went to the library.

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I found two books.

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No, I get it, but these
books will help us talk

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about the difference between a
first and secondhand account.

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You see, this is a travel
diary written by a young man

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on the Oregon Trail like 150 years ago.

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Whereas this is a book
about the Oregon Trail

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written last year.

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A firsthand account is
created by the person

00:00:26.840 --> 00:00:28.313
who experienced an event.

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Firsthand accounts are also
called primary sources.

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Primary is another way
to say first or original.

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It uses pronouns like I or me.

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It's told from one person's perspective.

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A secondhand account is
more distant from the event,

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like a book or a newspaper article.

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The author wasn't there but they used

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firsthand accounts like interviews,

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diaries, photos, or video recordings

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to stitch the story together.

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The story uses pronouns
like they, she, or he,

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not I or we.

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Let me show you more
specifically by comparing

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these two passages.

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Okay, so this one, our firsthand account,

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comes from "The Diary of Horace Griggs",

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our young migrant on the Oregon Trail.

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"July 18th, 1871.

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"We're in the Wyoming territory now,

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"and it's been a few days
since we had good water.

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"I'm starting to worry.

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"It's been at least a week since any of us

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"saw a tree.

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"But the buffalo chips remain plentiful.

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"At least the darn things burn hot."

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And here's the excerpt
from a secondary source,

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our book about the Oregon Trail

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that came out last year.

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"The Oregon Trail didn't have many trees.

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"The pioneers used buffalo chips,

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"dried buffalo dung,

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"as fuel for their fires.

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"In fact, some children played
games with buffalo chips.

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"they tossed them around like Frisbees."

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So we've got here two passages
both about buffalo droppings,

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good job me.

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Let me be clear.

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It's not gross.

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They're mostly made of
dried grass, honestly.

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What are the big differences
between these two passages?

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Look at how Horace uses
first person pronouns

00:02:02.520 --> 00:02:06.090
like I, or we, or us.

00:02:06.090 --> 00:02:08.180
He's telling the story
from his perspective

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and the perspective of other
people traveling with him.

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It's like he's telling us a story.

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And it's his story to tell.

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He was right there starting
fires with buffalo chips.

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We can see how he felt about
not having access to water.

00:02:19.810 --> 00:02:20.810
He was worried.

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Firsthand accounts connect us more closely

00:02:23.200 --> 00:02:25.003
with the emotions of the writer.

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And because he was there,
he can accurately describe

00:02:28.370 --> 00:02:29.610
his experiences.

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However, this guy can only describe

00:02:31.270 --> 00:02:33.090
his own experience

00:02:33.090 --> 00:02:35.430
He doesn't know what it was
like in other wagon trains.

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He doesn't know what it was
like to be a Native community

00:02:37.560 --> 00:02:38.860
encountering these settlers.

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He's writing from one perspective,

00:02:40.490 --> 00:02:42.640
and it's his perspective.

00:02:42.640 --> 00:02:44.210
Now look at the second passage.

00:02:44.210 --> 00:02:46.420
It uses the pronouns their and they

00:02:46.420 --> 00:02:48.920
to refer to the pioneers and their kids.

00:02:48.920 --> 00:02:49.980
What does that tell us?

00:02:49.980 --> 00:02:51.840
The writer is not part of the group,

00:02:51.840 --> 00:02:53.630
wasn't there, doesn't consider themselves

00:02:53.630 --> 00:02:56.300
part of the us the way that
Horace considers himself

00:02:56.300 --> 00:02:57.293
part of an us.

00:02:58.410 --> 00:03:00.550
The author is more distant.

00:03:00.550 --> 00:03:02.460
It's not the author's individual story.

00:03:02.460 --> 00:03:04.580
Instead, they're trying
to tell the stories

00:03:04.580 --> 00:03:06.960
of other people through research.

00:03:06.960 --> 00:03:08.790
This is what makes it a secondary source,

00:03:08.790 --> 00:03:10.480
a secondhand account.

00:03:10.480 --> 00:03:12.280
Because secondhand
accounts are more distant

00:03:12.280 --> 00:03:13.500
from the events they describe,

00:03:13.500 --> 00:03:16.100
they're usually less emotional.

00:03:16.100 --> 00:03:18.290
The author of this second
passage, for example,

00:03:18.290 --> 00:03:19.910
isn't worried about
anything that's happening

00:03:19.910 --> 00:03:21.030
to the pioneers.

00:03:21.030 --> 00:03:23.660
They're not even referring to
a specific set of pioneers.

00:03:23.660 --> 00:03:26.230
They're talking about what
these migrants did in general.

00:03:26.230 --> 00:03:29.750
They're giving you background
knowledge, general knowledge.

00:03:29.750 --> 00:03:31.630
That kind of distance lets the author

00:03:31.630 --> 00:03:34.280
of a secondhand account cover more ground.

00:03:34.280 --> 00:03:35.620
They don't have to stick to the narrative

00:03:35.620 --> 00:03:39.573
of one family or one person,
or even one moment in time.

00:03:40.600 --> 00:03:43.490
First and secondhand
accounts are both important.

00:03:43.490 --> 00:03:45.070
When I was a kid, they used to advertise

00:03:45.070 --> 00:03:47.970
sugary cereals as part
of a balanced breakfast.

00:03:47.970 --> 00:03:50.310
Little bowl of sugary
cereal, a glass of milk,

00:03:50.310 --> 00:03:52.660
a bowl of fruit, maybe
a sausage, some toast.

00:03:52.660 --> 00:03:55.680
Well, think of primary
and secondary sources

00:03:55.680 --> 00:03:59.740
as part of a balanced information diet.

00:03:59.740 --> 00:04:02.970
A little of column A,
a little of column B.

00:04:02.970 --> 00:04:05.320
You just gotta take your knowledge spoon

00:04:05.320 --> 00:04:08.800
and dig in deep into
your perspectives bowl.

00:04:08.800 --> 00:04:11.790
That's a thing that I made up just now.

00:04:11.790 --> 00:04:14.623
Diversity of perspectives
does a body good.

00:04:15.590 --> 00:04:17.100
You can learn anything.

00:04:17.100 --> 00:04:17.933
David out.


Reading more than one source on a topic

WEBVTT
Kind: captions
Language: en

00:00:00.410 --> 00:00:02.770
- [Narrator] Hello readers,
today I wanna talk to you

00:00:02.770 --> 00:00:06.130
about why we read more
than one text on one topic.

00:00:06.130 --> 00:00:08.370
And to show you why I shall use a subject

00:00:08.370 --> 00:00:10.600
that is very near and dear to my heart,

00:00:10.600 --> 00:00:12.340
animals that can kill you.

00:00:12.340 --> 00:00:13.220
This is not a joke.

00:00:13.220 --> 00:00:15.490
I legitimately wrote a book
about this a few years ago,

00:00:15.490 --> 00:00:17.190
and to research this book

00:00:17.190 --> 00:00:19.670
about the world's deadliest animals,

00:00:19.670 --> 00:00:22.380
I read a lot of other books and sources.

00:00:22.380 --> 00:00:24.650
So I wanna use this experience
to show you why it's

00:00:24.650 --> 00:00:28.580
important to read more than
one source on a subject.

00:00:28.580 --> 00:00:30.160
Okay, so why do it?

00:00:30.160 --> 00:00:31.440
Why not say all right,

00:00:31.440 --> 00:00:34.430
I read one text about the
Pacific Blue-ringed octopus.

00:00:34.430 --> 00:00:38.210
Why do I need to read two or three or 20?

00:00:38.210 --> 00:00:39.230
There are a couple reasons.

00:00:39.230 --> 00:00:41.860
Let's start with the
first, expert knowledge.

00:00:41.860 --> 00:00:43.740
If you wanna know all about octopuses,

00:00:43.740 --> 00:00:45.877
you can't just look at a
single piece of writing say,

00:00:45.877 --> 00:00:47.957
"Bam, got it, know all I need to know

00:00:47.957 --> 00:00:50.070
"I am the knower of octopus facts."

00:00:50.070 --> 00:00:51.040
No, you can't do it.

00:00:51.040 --> 00:00:52.500
If you want to become an expert,

00:00:52.500 --> 00:00:55.270
you need to be able to
say well, this book says

00:00:55.270 --> 00:00:57.730
the Pacific octopus toxin
can stop your heart.

00:00:57.730 --> 00:01:00.150
But this one says that
you can tell whether

00:01:00.150 --> 00:01:02.810
or not an octopus is
frightened by its color.

00:01:02.810 --> 00:01:05.150
Reason number two to
read multiple sources,

00:01:05.150 --> 00:01:08.560
helping to determine or know what's true.

00:01:08.560 --> 00:01:10.940
Sometimes people get things wrong.

00:01:10.940 --> 00:01:12.940
It helps to read more
than one text to make sure

00:01:12.940 --> 00:01:16.419
you're getting as many
perspectives or ideas as you can.

00:01:16.419 --> 00:01:18.900
Sometimes information from an old book

00:01:18.900 --> 00:01:21.740
might be outdated or
information from a new book

00:01:21.740 --> 00:01:24.630
hasn't yet been proven to be true.

00:01:24.630 --> 00:01:26.370
Reading different texts
can help you decide

00:01:26.370 --> 00:01:27.900
what you think about a topic,

00:01:27.900 --> 00:01:30.490
or even whether or not something is true.

00:01:30.490 --> 00:01:31.870
We can answer questions like,

00:01:31.870 --> 00:01:33.710
what is the deadliest animal?

00:01:33.710 --> 00:01:36.600
Or how do we even define deadliest?

00:01:36.600 --> 00:01:37.433
Reason number three,

00:01:37.433 --> 00:01:39.750
to read multiple texts on the same topic,

00:01:39.750 --> 00:01:41.790
supporting an argument.

00:01:41.790 --> 00:01:44.120
The more information you
can get about a topic,

00:01:44.120 --> 00:01:45.340
the more support you can give

00:01:45.340 --> 00:01:47.750
to your own opinions or arguments.

00:01:47.750 --> 00:01:50.030
I think that this animal
is the most dangerous

00:01:50.030 --> 00:01:51.780
because I've read a
bunch of different works

00:01:51.780 --> 00:01:52.770
about dangerous animals

00:01:52.770 --> 00:01:55.620
and I can support it with
evidence, you would say.

00:01:55.620 --> 00:01:57.370
If I were to say that
bears are more dangerous

00:01:57.370 --> 00:01:58.670
than I don't really know what I drew,

00:01:58.670 --> 00:01:59.890
I thought I was trying to draw a sheep

00:01:59.890 --> 00:02:01.150
but I think it's a hedgehog.

00:02:01.150 --> 00:02:03.520
If I were to try to argue that bears

00:02:03.520 --> 00:02:05.310
are more dangerous than hedgehogs,

00:02:05.310 --> 00:02:07.480
I would use multiple sources

00:02:07.480 --> 00:02:10.730
to provide evidence for those claims.

00:02:10.730 --> 00:02:12.610
Bears are taller, bears are heavier,

00:02:12.610 --> 00:02:15.530
bears have sharper teeth,
bears are stronger.

00:02:15.530 --> 00:02:17.960
Hedgehogs or sheep are cuter

00:02:17.960 --> 00:02:20.970
and cuddlier sorry to bears.

00:02:20.970 --> 00:02:22.750
It's important to recognize
that different books

00:02:22.750 --> 00:02:25.380
have different arguments in them.

00:02:25.380 --> 00:02:27.420
Every book has a different angle, right?

00:02:27.420 --> 00:02:29.637
Sometimes it's obvious
like a book with the title,

00:02:29.637 --> 00:02:31.530
"Deadly animals and how to hunt them"

00:02:31.530 --> 00:02:32.363
versus a book called

00:02:32.363 --> 00:02:34.940
"Deadly animals and how to
protect their habitats."

00:02:34.940 --> 00:02:37.650
People have opinions
and people make books.

00:02:37.650 --> 00:02:41.280
So, that means that books
can have opinions too.

00:02:41.280 --> 00:02:43.650
Are these animals cool or terrifying?

00:02:43.650 --> 00:02:46.240
Should they be hunted or protected?

00:02:46.240 --> 00:02:47.870
Reading one text on a subject

00:02:47.870 --> 00:02:49.560
doesn't give you the full story.

00:02:49.560 --> 00:02:52.490
It's important to be able
to read more than one text,

00:02:52.490 --> 00:02:55.840
compare them and then decide
what you think from that.

00:02:55.840 --> 00:02:58.920
It helps to have a purpose
in mind too as you read.

00:02:58.920 --> 00:03:01.130
Oh, and to answer your unspoken question,

00:03:01.130 --> 00:03:04.470
the deadliest animals on earth
are definitely human beings

00:03:04.470 --> 00:03:07.830
but in a close second place is hippos.

00:03:07.830 --> 00:03:09.590
Those guys will bite you in half.

00:03:09.590 --> 00:03:12.340
So you know, watch out for hippos.

00:03:12.340 --> 00:03:14.663
You can learn anything. David out.


Looking back at the text for evidence

WEBVTT
Kind: captions
Language: en

00:00:00.260 --> 00:00:01.460
- [Instructor] Hello readers.

00:00:01.460 --> 00:00:05.290
Today I'm in a courthouse,
watching people argue about laws,

00:00:05.290 --> 00:00:08.460
so we can learn about
the power of Evidence.

00:00:08.460 --> 00:00:10.560
Evidence is essentially proof,

00:00:10.560 --> 00:00:14.490
it is the facts that help you
know that something is true,

00:00:14.490 --> 00:00:15.650
Let's listen in.

00:00:15.650 --> 00:00:16.770
- [Male] And Your Honor,

00:00:16.770 --> 00:00:20.519
that is why we propose that
cookies be made illegal.

00:00:20.519 --> 00:00:22.397
The prosecution rests.

00:00:22.397 --> 00:00:26.700
- [Judge] Mmh, very interesting indeed.

00:00:26.700 --> 00:00:28.190
- [Woman] Objection, Your Honor.

00:00:28.190 --> 00:00:31.960
I may be a simple country
lawyer, but even I can see

00:00:31.960 --> 00:00:33.990
that my opponent has neglected to offer up

00:00:33.990 --> 00:00:35.790
a single crumb of evidence,

00:00:35.790 --> 00:00:37.950
in favor of banning all cookies,

00:00:37.950 --> 00:00:41.450
undefeated and offensive
anti-cookie slogans.

00:00:41.450 --> 00:00:43.510
- [Judge] Objection sustained.

00:00:43.510 --> 00:00:46.130
You will give evidence for your claims,

00:00:46.130 --> 00:00:49.490
or I will dismiss this
case in favor of cookies.

00:00:49.490 --> 00:00:51.013
You have not yet proved that cookies

00:00:51.013 --> 00:00:53.060
pose a threat to public health.

00:00:53.060 --> 00:00:55.810
Show me where it says in our books of law

00:00:55.810 --> 00:00:58.110
that I even have the
right to make this ruling.

00:00:58.110 --> 00:01:01.260
Both of you are going to
need to give me Evidence.

00:01:01.260 --> 00:01:02.410
- [Instructor] Okay, so you can see

00:01:02.410 --> 00:01:04.157
that there were a couple
of things happening here.

00:01:04.157 --> 00:01:06.730
There's a group of people
who wanna keep cookies,

00:01:06.730 --> 00:01:08.320
a group of people who wanna ban cookies,

00:01:08.320 --> 00:01:10.210
and in the middle of it a judge

00:01:10.210 --> 00:01:13.080
who has to decide which
group of people is right.

00:01:13.080 --> 00:01:15.540
So, she asked them for Evidence.

00:01:15.540 --> 00:01:18.190
If you believe cookies are
bad, what's your proof?

00:01:18.190 --> 00:01:21.080
If you believe cookies
are good in moderation,

00:01:21.080 --> 00:01:22.300
what's your proof?

00:01:22.300 --> 00:01:24.110
Let's step out of the
courtroom for a second

00:01:24.110 --> 00:01:25.963
and go to this example in a text.

00:01:26.810 --> 00:01:28.010
- [Man] I'm in big trouble.

00:01:28.010 --> 00:01:31.050
I forgot to do the social
studies project last weekend!

00:01:31.050 --> 00:01:34.230
In my defense, I did have
a very unusual weekend.

00:01:34.230 --> 00:01:36.740
My stepdad Zeke unexpectedly picked me up

00:01:36.740 --> 00:01:37.850
from school last Friday,

00:01:37.850 --> 00:01:40.340
because he got free tickets
to the Dodgers game.

00:01:40.340 --> 00:01:42.616
Then, since the game got
over late, we decided

00:01:42.616 --> 00:01:44.180
to stay at my grandma's house,

00:01:44.180 --> 00:01:46.630
because she lives sort of by the stadium.

00:01:46.630 --> 00:01:49.450
In the morning she asked if
we could paint her garage.

00:01:49.450 --> 00:01:52.070
Of course we did, but it took all day.

00:01:52.070 --> 00:01:53.682
On Sunday, I'm sorry to report,

00:01:53.682 --> 00:01:57.150
I devoted my entire day
to watching Voltron.

00:01:57.150 --> 00:01:59.050
Let's try answering some questions

00:01:59.050 --> 00:02:02.200
that require us to look back
at the text for evidence.

00:02:02.200 --> 00:02:05.130
This is like the bedrock
of any kind of writing.

00:02:05.130 --> 00:02:08.940
If you make a claim, you have
to back it up with evidence.

00:02:08.940 --> 00:02:11.210
So, did the author remember to do

00:02:11.210 --> 00:02:13.610
their social studies project last weekend?

00:02:13.610 --> 00:02:15.290
No. And why do we know that?

00:02:15.290 --> 00:02:17.600
They say so in the very first line,

00:02:17.600 --> 00:02:20.010
I forgot to do the social studies project.

00:02:20.010 --> 00:02:22.610
Okay, that's easy mode, you're saying.

00:02:22.610 --> 00:02:26.730
Fine, what did the author of
this piece do on Saturday?

00:02:26.730 --> 00:02:28.150
You'll notice the word Saturday

00:02:28.150 --> 00:02:29.840
doesn't appear in the paragraphs above,

00:02:29.840 --> 00:02:32.260
and yet I could tell you with confidence

00:02:32.260 --> 00:02:35.950
and to direct support from the text, how?

00:02:35.950 --> 00:02:38.755
Well, let's go back and look at the text.

00:02:38.755 --> 00:02:41.500
My stepdad Zeke unexpectedly picked me up

00:02:41.500 --> 00:02:43.042
from school last Friday,"

00:02:43.042 --> 00:02:44.540
and we keep reading,

00:02:44.540 --> 00:02:46.120
Then since the game got over late,

00:02:46.120 --> 00:02:48.100
we decided to stay at my grandma's house

00:02:48.100 --> 00:02:49.940
because she sort of lives by the stadium.

00:02:49.940 --> 00:02:52.790
So the author and their
stepdad spent the night

00:02:52.790 --> 00:02:55.200
Friday night at grandma's house.

00:02:55.200 --> 00:02:56.580
The story continues,

00:02:56.580 --> 00:02:58.310
In the morning she, the grandma,

00:02:58.310 --> 00:03:00.070
asked if we could paint her garage.

00:03:00.070 --> 00:03:02.760
Of course we did, but it took all day.

00:03:02.760 --> 00:03:03.830
Which morning?

00:03:03.830 --> 00:03:05.770
Saturday morning!

00:03:05.770 --> 00:03:08.160
I'm pulling information
directly out of the text

00:03:08.160 --> 00:03:09.460
to support my answer.

00:03:09.460 --> 00:03:10.830
The author spent Saturday,

00:03:10.830 --> 00:03:12.810
painting their grandmother's garage.

00:03:12.810 --> 00:03:14.410
Oh, hold on, let's head
back to the courthouse.

00:03:14.410 --> 00:03:16.600
I think the judge is
ready to issue her verdict

00:03:16.600 --> 00:03:17.433
and decide the case.

00:03:17.433 --> 00:03:18.280
(hammering)

00:03:18.280 --> 00:03:21.433
- [Judge] This court will
come to order, please, Order!

00:03:22.320 --> 00:03:23.700
Thank you.

00:03:23.700 --> 00:03:25.710
We've heard the arguments
of the prosecution

00:03:25.710 --> 00:03:29.206
and the defense, both anti
cookie and pro cookie.

00:03:29.206 --> 00:03:32.440
And now the time has
come to give my judgment.

00:03:32.440 --> 00:03:35.620
The anti cookie side presented
a very interesting case,

00:03:35.620 --> 00:03:38.210
showing the effects of
cookie exposure to teeth

00:03:38.210 --> 00:03:40.640
and the dangerous effects
of having too much sugar

00:03:40.640 --> 00:03:42.820
and feeling all wibbly

00:03:42.820 --> 00:03:47.430
but the pro cookie side also
gave very compelling evidence,

00:03:47.430 --> 00:03:49.210
showing that in moderation,

00:03:49.210 --> 00:03:51.660
a cookie can be a very tasty snack indeed,

00:03:51.660 --> 00:03:53.870
provided that you treat
them for what they are,

00:03:53.870 --> 00:03:56.100
something to have every so often,

00:03:56.100 --> 00:03:59.694
this court finds in favor of the cookie.

00:03:59.694 --> 00:04:00.527
(hammering)

00:04:00.527 --> 00:04:02.130
Thank you.

00:04:02.130 --> 00:04:03.350
- [Instructor] Wow readers.

00:04:03.350 --> 00:04:06.071
I think we just witnessed
something important and historic.

00:04:06.071 --> 00:04:09.720
And it couldn't have happened
without the power of evidence.

00:04:09.720 --> 00:04:12.008
You can learn anything Dave it out.

00:04:12.008 --> 00:04:15.341
(indistinct chattering)


Interpreting text features

WEBVTT
Kind: captions
Language: en

00:00:00.350 --> 00:00:01.183
- [David] Hello, readers.

00:00:01.183 --> 00:00:03.770
Today I'm gonna be talking
about text features.

00:00:03.770 --> 00:00:06.200
Which is to say, the parts of a text

00:00:06.200 --> 00:00:09.210
that aren't just words.

00:00:09.210 --> 00:00:11.800
We look at text features to
get a better understanding

00:00:11.800 --> 00:00:13.030
of what the text is all about.

00:00:13.030 --> 00:00:14.000
Although they're not words.

00:00:14.000 --> 00:00:17.820
Like I said, text features
help our reading comprehension.

00:00:17.820 --> 00:00:19.950
So what's a good example
of a text feature?

00:00:19.950 --> 00:00:22.720
Well, let's start with, ah, say, a map.

00:00:22.720 --> 00:00:27.043
Maps are a great example
of a feature of the text

00:00:27.043 --> 00:00:28.810
that isn't made up of words.

00:00:28.810 --> 00:00:31.180
So this is a social studies textbook.

00:00:31.180 --> 00:00:33.060
This section is about Egypt.

00:00:33.060 --> 00:00:35.250
I've turned to this page
where there is a map.

00:00:35.250 --> 00:00:36.660
What is this map of?

00:00:36.660 --> 00:00:39.450
Well, we can look at this part here.

00:00:39.450 --> 00:00:42.930
This text here over on
the side is a caption.

00:00:42.930 --> 00:00:45.350
It's something that can
tell us about an image.

00:00:45.350 --> 00:00:46.730
And the map is labeled.

00:00:46.730 --> 00:00:48.620
So it's about the Nile River

00:00:48.620 --> 00:00:51.460
and how the Nile River is fed
from rainfall to the south,

00:00:51.460 --> 00:00:52.840
the water travels to the north.

00:00:52.840 --> 00:00:54.380
Here's Egypt up here.

00:00:54.380 --> 00:00:55.890
Don't focus too much on the details

00:00:55.890 --> 00:00:57.910
of this being about the Nile and stuff.

00:00:57.910 --> 00:01:00.460
Really, what we're talking
about is here is an image,

00:01:00.460 --> 00:01:02.630
there is a caption next to the image,

00:01:02.630 --> 00:01:04.870
reading the caption helps us understand

00:01:04.870 --> 00:01:06.570
what's in the image,
and looking at the image

00:01:06.570 --> 00:01:08.560
helps us understand what's in the caption.

00:01:08.560 --> 00:01:11.370
So we've got maps, we've got images.

00:01:11.370 --> 00:01:14.660
And that can be illustrations, photos,

00:01:14.660 --> 00:01:17.100
blueprints, anything really.

00:01:17.100 --> 00:01:19.760
And if we go back to our
social studies textbook,

00:01:19.760 --> 00:01:22.700
we can see here there's this image.

00:01:22.700 --> 00:01:24.450
And just looking at the image on its own,

00:01:24.450 --> 00:01:27.140
we might not be able to
tell what that is exactly.

00:01:27.140 --> 00:01:30.330
But again, there is another
helpful little caption

00:01:30.330 --> 00:01:31.410
over to the side that says

00:01:31.410 --> 00:01:33.640
this is an aerial view of the Nile.

00:01:33.640 --> 00:01:35.330
So now we know what this is.

00:01:35.330 --> 00:01:37.470
And that can help ground us as we go

00:01:37.470 --> 00:01:39.510
through the rest of the
text, which is also,

00:01:39.510 --> 00:01:43.020
I assume, about the Nile
River an ancient Egypt.

00:01:43.020 --> 00:01:45.510
The caption and its picture
are two halves of a whole.

00:01:45.510 --> 00:01:48.610
They're both helping you
understand the other.

00:01:48.610 --> 00:01:51.720
Other useful text features
include charts, diagrams,

00:01:51.720 --> 00:01:55.410
and graphs, which can include
things like timelines.

00:01:55.410 --> 00:01:57.330
This page here has a table.

00:01:57.330 --> 00:01:58.300
You can see up at the top,

00:01:58.300 --> 00:02:00.880
this top row is labeled Ancient Egypt.

00:02:00.880 --> 00:02:02.430
And then on the left, we have

00:02:02.430 --> 00:02:04.870
all the different periods
of Egyptian history.

00:02:04.870 --> 00:02:06.530
And on the right, all the dates

00:02:06.530 --> 00:02:08.720
associated with those periods.

00:02:08.720 --> 00:02:10.910
There's also a timeline in this lesson.

00:02:10.910 --> 00:02:13.690
And this one has a bunch of
different text elements, right?

00:02:13.690 --> 00:02:17.010
So we have, it's not a
traditional-looking timeline,

00:02:17.010 --> 00:02:18.700
but you can see that it's arranged

00:02:18.700 --> 00:02:22.570
from top to bottom, oldest to most recent.

00:02:22.570 --> 00:02:24.310
Those are just some of the many options

00:02:24.310 --> 00:02:26.950
that are available to you
when you look at a text.

00:02:26.950 --> 00:02:28.750
Remember that when
you're reading a passage,

00:02:28.750 --> 00:02:32.950
it's not just the words,
it's everything on the page.

00:02:32.950 --> 00:02:35.710
Sometimes I even like
to familiarize myself

00:02:35.710 --> 00:02:38.940
with the charts or the diagrams
or the images on the page

00:02:38.940 --> 00:02:41.810
before I start reading,
before I really get down

00:02:41.810 --> 00:02:43.810
to the business of reading the paragraphs.

00:02:43.810 --> 00:02:45.800
Because that helps me get rooted.

00:02:45.800 --> 00:02:47.710
It helps me anchor myself

00:02:47.710 --> 00:02:49.620
in what the text is gonna be about.

00:02:49.620 --> 00:02:52.540
I look at the pictures,
I skim the captions

00:02:52.540 --> 00:02:54.467
just to say, "Okay, what's goin' on here?

00:02:54.467 --> 00:02:55.977
"Cool, we're talkin' about rivers.

00:02:55.977 --> 00:02:57.447
"We're talkin' about ancient Egypt.

00:02:57.447 --> 00:02:58.400
"I'm ready."

00:02:58.400 --> 00:03:00.880
And building those skills of readiness

00:03:00.880 --> 00:03:02.860
and being able to anchor yourself

00:03:02.860 --> 00:03:04.680
in any text that you encounter

00:03:04.680 --> 00:03:06.970
is what's gonna make you a strong reader.

00:03:06.970 --> 00:03:08.380
You can learn anything.

00:03:08.380 --> 00:03:09.213
David out.


Summarizing stories

WEBVTT
Kind: captions
Language: en

00:00:00.750 --> 00:00:01.720
- [David] Hello, readers.

00:00:01.720 --> 00:00:05.090
Today, I'll make a video about summaries.

00:00:05.090 --> 00:00:07.920
A summary retells the
main ideas of a passage,

00:00:07.920 --> 00:00:10.173
but in a much shorter version.

00:00:11.360 --> 00:00:14.763
Cool, great, done, you can
learn anything. David out.

00:00:15.871 --> 00:00:17.140
(David snort-laughs. It is charming and not gross.)

00:00:17.140 --> 00:00:19.030
Sorry, I made a goof, see,

00:00:19.030 --> 00:00:21.660
I summarized what was
gonna happen in this video,

00:00:21.660 --> 00:00:23.860
right, I took the information
I was gonna tell you,

00:00:23.860 --> 00:00:25.140
and I shortened it.

00:00:25.140 --> 00:00:27.230
This is what the skill of summarizing is.

00:00:27.230 --> 00:00:30.650
I just applied it to this
video instead of to a story.

00:00:30.650 --> 00:00:32.810
When you summarize, you
have to ask yourself,

00:00:32.810 --> 00:00:35.700
what are the most important facts?

00:00:35.700 --> 00:00:37.220
What are the most important details?

00:00:37.220 --> 00:00:40.910
You're a reporter, a stringer, a journal,

00:00:40.910 --> 00:00:44.570
your job is to get in,
get the facts and get out.

00:00:44.570 --> 00:00:47.560
It's the news in brief,
just the facts, man.

00:00:47.560 --> 00:00:49.620
Take The Three Little Pigs, for instance.

00:00:49.620 --> 00:00:51.491
I'll summarize it now.

00:00:51.491 --> 00:00:52.600
(clearing throat)

00:00:52.600 --> 00:00:54.960
Three little pigs live in
houses that they built.

00:00:54.960 --> 00:00:57.980
One used straw, one used
wood, and the third pig,

00:00:57.980 --> 00:01:00.800
who worked hardest of
all, built a brick house.

00:01:00.800 --> 00:01:02.770
Along comes a big, bad wolf,

00:01:02.770 --> 00:01:04.980
pictured here with a big, bad top hat,

00:01:04.980 --> 00:01:08.220
and a big, bad house wrecking
hammer, I don't know,

00:01:08.220 --> 00:01:10.940
and he successfully knocks
down the first two houses

00:01:10.940 --> 00:01:13.100
in order to eat the pigs inside,

00:01:13.100 --> 00:01:14.870
but they escaped to the brick house,

00:01:14.870 --> 00:01:17.560
which the wolf is unable to knock down.

00:01:17.560 --> 00:01:19.060
That's the important parts of the story,

00:01:19.060 --> 00:01:21.430
and I bet I can even cut
that down a little bit.

00:01:21.430 --> 00:01:22.770
But here's what's there.

00:01:22.770 --> 00:01:24.310
All the important characters,

00:01:24.310 --> 00:01:25.820
all their major decisions,

00:01:25.820 --> 00:01:27.820
and the outcome of the story.

00:01:27.820 --> 00:01:30.830
We have the beginning,
the middle and the end.

00:01:30.830 --> 00:01:34.410
Now let me show you what too
little information looks like.

00:01:34.410 --> 00:01:35.650
There were three pigs.

00:01:35.650 --> 00:01:36.750
They build houses.

00:01:36.750 --> 00:01:38.970
A big, bad wolf tried to get them.

00:01:38.970 --> 00:01:39.930
Not enough.

00:01:39.930 --> 00:01:40.980
That's not enough information,

00:01:40.980 --> 00:01:43.530
it doesn't tell us whether
or not the wolf succeeded

00:01:43.530 --> 00:01:46.680
or the important differences
between the three pig houses.

00:01:46.680 --> 00:01:49.010
Not enough as far as facts go.

00:01:49.010 --> 00:01:51.410
You know, it's gotta be specific,

00:01:51.410 --> 00:01:52.243
and look, it's possible to live

00:01:52.243 --> 00:01:53.920
on the opposite direction too.

00:01:53.920 --> 00:01:56.260
Too many irrelevant facts.

00:01:56.260 --> 00:01:57.380
So there were three pigs.

00:01:57.380 --> 00:01:59.520
One's name is Horace,
another's name was Pansy,

00:01:59.520 --> 00:02:01.240
and the third's name was Flustopher,

00:02:01.240 --> 00:02:03.250
they had all been friends
since middle school,

00:02:03.250 --> 00:02:04.880
and when the market was in a good place,

00:02:04.880 --> 00:02:06.470
all three of them decided to go in

00:02:06.470 --> 00:02:09.500
for plots of land right
next to each other.

00:02:09.500 --> 00:02:12.010
Ah, right, but that's too much.

00:02:12.010 --> 00:02:14.520
In a summary, I don't
need the whole story.

00:02:14.520 --> 00:02:17.270
If it were the whole story,
it wouldn't be a summary.

00:02:17.270 --> 00:02:19.520
It'll just be the whole
story all over again.

00:02:20.430 --> 00:02:21.520
Keep it simple.

00:02:21.520 --> 00:02:23.010
We need the events of the story

00:02:23.010 --> 00:02:24.770
in the order they happened in.

00:02:24.770 --> 00:02:27.700
We need the characters and we
need the problems they face,

00:02:27.700 --> 00:02:30.640
and for a summary, that's kind of it.

00:02:30.640 --> 00:02:33.440
You can learn anything; David out,

00:02:33.440 --> 00:02:35.123
for real this time. Bye.


Finding connections between ideas within a passage

WEBVTT
Kind: captions
Language: en

00:00:00.850 --> 00:00:01.790
- [David] Hello, Readers!

00:00:01.790 --> 00:00:04.890
Today we are going to talk
about making connections.

00:00:04.890 --> 00:00:09.280
So I don't mean to brag, but I
have at least one friend.

00:00:09.280 --> 00:00:10.113
(I'm kind of a big deal.)

00:00:10.113 --> 00:00:13.240
I have friends at work, friends
from the school I attended,

00:00:13.240 --> 00:00:15.690
friends in my apartment
building and my neighborhood,

00:00:15.690 --> 00:00:17.880
friends from places I used to live.

00:00:17.880 --> 00:00:19.960
Each friend is connected
to me in some way.

00:00:19.960 --> 00:00:22.540
May be we met in an
elevator or on the train,

00:00:22.540 --> 00:00:24.050
or at the community garden.

00:00:24.050 --> 00:00:26.170
In some cases, I introduced my friends

00:00:26.170 --> 00:00:27.600
and now they're friends with each other

00:00:27.600 --> 00:00:29.830
and even hang out without me.

00:00:29.830 --> 00:00:31.430
Each friend is connected to me

00:00:31.430 --> 00:00:33.350
or to each other in a different way

00:00:33.350 --> 00:00:34.690
and for a different reason.

00:00:34.690 --> 00:00:37.640
And just in a way the people
can be friends with each other

00:00:37.640 --> 00:00:40.100
ideas can be friends with each other too.

00:00:40.100 --> 00:00:42.283
Understanding how ideas
that tends to connect

00:00:42.283 --> 00:00:45.000
with each other and the topic of text

00:00:45.000 --> 00:00:47.530
will help me understand what I'm reading.

00:00:47.530 --> 00:00:51.070
Good readers make connections
between ideas in the text.

00:00:51.070 --> 00:00:53.560
When I look at a passage, I ask myself

00:00:53.560 --> 00:00:56.560
what do all these
sentences have in common.

00:00:56.560 --> 00:00:58.010
How are they connected?

00:00:58.010 --> 00:01:01.183
Let's explain with a brief
passage about building ships.

00:01:02.070 --> 00:01:05.040
Long ago, shipbuilders used iron nails

00:01:05.040 --> 00:01:07.810
and bolts because iron was easy to find.

00:01:07.810 --> 00:01:09.620
They soon learned the disadvantages

00:01:09.620 --> 00:01:11.570
of using this metal on a boat!

00:01:11.570 --> 00:01:13.710
Iron quickly rusts and decays,

00:01:13.710 --> 00:01:16.110
especially near the salty ocean.

00:01:16.110 --> 00:01:19.190
They switched to using
brass, which lasts longer.

00:01:19.190 --> 00:01:22.430
I wanna use this paragraph
to describe three common ways

00:01:22.430 --> 00:01:24.550
authors show connections.

00:01:24.550 --> 00:01:27.690
Comparison, cause-and-effect and sequence.

00:01:27.690 --> 00:01:31.930
Comparison; what's the same or
different between two ideas?

00:01:31.930 --> 00:01:35.450
So what's similar between
brass and iron is one example.

00:01:35.450 --> 00:01:37.750
We can say okay, both of these are metals

00:01:37.750 --> 00:01:40.320
and both were used in shipbuilding.

00:01:40.320 --> 00:01:42.470
Now what's different between them?

00:01:42.470 --> 00:01:45.040
Well, iron rusts quickly in the ocean

00:01:45.040 --> 00:01:47.890
and it does so faster than brass.

00:01:47.890 --> 00:01:49.523
Brass lasts longer.

00:01:50.750 --> 00:01:52.790
Now let's talk about cause and effect.

00:01:52.790 --> 00:01:57.000
How does one event or idea
cause another event or idea.

00:01:57.000 --> 00:01:59.375
Well what happens when you put a ship

00:01:59.375 --> 00:02:01.980
with iron bolts into salt
water? It rusts and decays.

00:02:01.980 --> 00:02:05.190
The ocean causes the
iron to corrode and rust.

00:02:05.190 --> 00:02:07.160
So what did shipbuilders do as a result,

00:02:07.160 --> 00:02:09.230
they switch to using brass.

00:02:09.230 --> 00:02:10.740
And finally sequence.

00:02:10.740 --> 00:02:12.660
What order did things happen in?

00:02:12.660 --> 00:02:15.170
Now the paragraph begins with long ago

00:02:15.170 --> 00:02:18.490
and talks about iron before
it talks about brass.

00:02:18.490 --> 00:02:21.280
It then describes how
shipbuilders switched to brass.

00:02:21.280 --> 00:02:24.110
So iron came first in the sequence.

00:02:24.110 --> 00:02:26.100
So when I read this
passage on shipbuilding

00:02:26.100 --> 00:02:27.540
even though it is very short,

00:02:27.540 --> 00:02:30.620
I'm able to make a lot of
connections between ideas.

00:02:30.620 --> 00:02:33.328
Doing this deepened my understanding

00:02:33.328 --> 00:02:35.450
and helps me to become a better reader.

00:02:35.450 --> 00:02:38.200
Now not every sentence
or idea is connected

00:02:38.200 --> 00:02:41.060
to every other sentence or idea.

00:02:41.060 --> 00:02:43.470
Just like not every single
one of my friends is friends

00:02:43.470 --> 00:02:45.080
with all of my other friends.

00:02:45.080 --> 00:02:46.760
And that's okay too.

00:02:46.760 --> 00:02:49.050
Our goal is to think about
how those sentences connect

00:02:49.050 --> 00:02:50.820
to the topic overall.

00:02:50.820 --> 00:02:53.440
Think about the big picture.

00:02:53.440 --> 00:02:55.440
Understanding the
connections between sentences

00:02:55.440 --> 00:02:57.290
is one of many ways you can strengthen

00:02:57.290 --> 00:02:59.590
your skills as a reader.

00:02:59.590 --> 00:03:01.100
You can learn anything.

00:03:01.100 --> 00:03:01.933
Dave it out!


Making inferences in literary texts

WEBVTT
Kind: captions
Language: en

00:00:00.530 --> 00:00:01.470
- [David] Hello, readers.

00:00:01.470 --> 00:00:04.330
I'm here in the legendary
study of the famous

00:00:04.330 --> 00:00:06.740
fictional dogtective Sherlock Bones

00:00:06.740 --> 00:00:09.100
of 221 B Barker Street.

00:00:09.100 --> 00:00:11.140
Mr. Bones, you're here to teach me about

00:00:11.140 --> 00:00:13.950
using details from a text to
make inferences, aren't you?

00:00:13.950 --> 00:00:15.140
- [Sherlock Bones] Yes, my boy!

00:00:15.140 --> 00:00:16.770
It's simplicity itself.

00:00:16.770 --> 00:00:20.220
But first, let me deduce a
few things about you, shall I?

00:00:20.220 --> 00:00:21.880
- [David] Well, Mr. Bones,
we're trying to do this

00:00:21.880 --> 00:00:24.180
about writing, not about people, so...

00:00:24.180 --> 00:00:25.013
- [Bones] Give me your hand.

00:00:25.013 --> 00:00:25.846
- [David] Waugh!

00:00:25.846 --> 00:00:27.670
- [Bones] Ah, you like to cook,

00:00:27.670 --> 00:00:29.060
you have a nervous disposition

00:00:29.060 --> 00:00:30.480
and you work for Khan Academy.

00:00:30.480 --> 00:00:32.537
- [David] Now how did you know that?

00:00:32.537 --> 00:00:34.240
- [Bones] You have
a callus on your finger

00:00:34.240 --> 00:00:35.830
from how you hold a knife,

00:00:35.830 --> 00:00:38.300
your fingernails are bitten, not clipped

00:00:38.300 --> 00:00:40.720
and your messenger bag says Khan Academy.

00:00:40.720 --> 00:00:42.320
- [David] Well and I told you who I was

00:00:42.320 --> 00:00:43.450
before I showed up.

00:00:43.450 --> 00:00:44.283
- [Bones] That too.

00:00:44.283 --> 00:00:45.270
- [David] But what
does this have to do with

00:00:45.270 --> 00:00:46.150
reading a book?

00:00:46.150 --> 00:00:47.950
- [Bones] I correctly
deduced several truths

00:00:47.950 --> 00:00:50.790
about your person based
on clues, my good David.

00:00:50.790 --> 00:00:54.590
Indeed, all inference is
making sense of clues.

00:00:54.590 --> 00:00:58.320
When you read a story, you are
constantly making inferences.

00:00:58.320 --> 00:00:59.300
- [David] I see.

00:00:59.300 --> 00:01:01.540
Okay, I'll read a passage and then see

00:01:01.540 --> 00:01:03.150
what I can make of it.

00:01:03.150 --> 00:01:06.460
An hour later, thick smoke
poured up the stairs.

00:01:06.460 --> 00:01:08.120
The smoke detector screamed

00:01:08.120 --> 00:01:10.320
and I could hear Uncle
Paleo stumbling around

00:01:10.320 --> 00:01:11.850
with the fire extinguisher.

00:01:11.850 --> 00:01:14.150
When he came upstairs
afterward, his footsteps

00:01:14.150 --> 00:01:15.970
sounded slow and heavy.

00:01:15.970 --> 00:01:19.760
He was a wreck, broken glasses,
black smudges on his face

00:01:19.760 --> 00:01:21.580
and singed hair.

00:01:21.580 --> 00:01:23.941
Okay, so I can surmise
that there was some kind of

00:01:23.941 --> 00:01:26.860
fire or explosion downstairs,

00:01:26.860 --> 00:01:29.400
where the character Uncle Paleo was.

00:01:29.400 --> 00:01:30.690
- [Bones] Hm, how do you know?

00:01:30.690 --> 00:01:31.970
- [David] Well his hair was singed,

00:01:31.970 --> 00:01:33.940
that's another word
for burned and his face

00:01:33.940 --> 00:01:36.420
was covered in black smudges like you get

00:01:36.420 --> 00:01:39.500
from soot from a fire and
there was all the smoke

00:01:39.500 --> 00:01:41.171
and the smoke detector went off.

00:01:41.171 --> 00:01:43.110
- [Bones] And there is also the matter

00:01:43.110 --> 00:01:44.500
of the fire extinguisher.

00:01:44.500 --> 00:01:45.810
- [David] Also that.

00:01:45.810 --> 00:01:47.807
- [Bones] I see something
else in that passage too.

00:01:47.807 --> 00:01:49.510
- [David] What's that, Mr. Bones?

00:01:49.510 --> 00:01:51.480
- [Bones] Uncle Paleo was exhausted

00:01:51.480 --> 00:01:52.830
by putting out the fire.

00:01:52.830 --> 00:01:53.663
- [David] How can you tell?

00:01:53.663 --> 00:01:54.920
Where does it say that?

00:01:54.920 --> 00:01:56.420
- [Bones] Well, it doesn't.

00:01:56.420 --> 00:01:58.400
That's inference, my lad.

00:01:58.400 --> 00:02:02.750
Note here how it said his
footsteps sounded slow and heavy.

00:02:02.750 --> 00:02:03.730
Why might that be?

00:02:03.730 --> 00:02:05.850
- [David] He stepped
in something sticky.

00:02:05.850 --> 00:02:08.300
No, oo, he's wearing shoes made of lead.

00:02:08.300 --> 00:02:11.280
- [Bones] Well, those are
indeed possible explanations

00:02:11.280 --> 00:02:14.010
but you want to think of
the most likely option.

00:02:14.010 --> 00:02:16.680
- [David] He was running
around to put the fire out

00:02:16.680 --> 00:02:18.040
and it made him tired.

00:02:18.040 --> 00:02:19.260
- [Bones] So, you were reading

00:02:19.260 --> 00:02:20.830
between the lines, were you?

00:02:20.830 --> 00:02:23.040
Drawing conclusions from the text?

00:02:23.040 --> 00:02:23.873
- [David] I was.

00:02:23.873 --> 00:02:25.950
So we know for sure Uncle
Paleo was tired, right?

00:02:25.950 --> 00:02:27.510
- [Bones] WE DO NOT, SIR.

00:02:27.510 --> 00:02:28.343
- [David] Oh!!

00:02:28.343 --> 00:02:31.420
- [Bones] An inference is
only one possible conclusion

00:02:31.420 --> 00:02:33.930
but is not the only conclusion.

00:02:33.930 --> 00:02:35.740
- [David] So what are we to do?

00:02:35.740 --> 00:02:37.330
- [Bones] The more clues you discover,

00:02:37.330 --> 00:02:40.210
the stronger your inferences will become.

00:02:40.210 --> 00:02:42.140
You have to look at what you already know

00:02:42.140 --> 00:02:45.240
about a character, about
the setting of the story,

00:02:45.240 --> 00:02:47.910
the events of a story's plot and piece it

00:02:47.910 --> 00:02:49.477
together from there.

00:02:49.477 --> 00:02:53.720
You know that fires create
lots of black dust or soot

00:02:53.720 --> 00:02:57.400
so it strengthens your
argument in favor of a fire.

00:02:57.400 --> 00:02:59.790
And it's background knowledge like that,

00:02:59.790 --> 00:03:02.260
about the way the world
works that will serve you

00:03:02.260 --> 00:03:05.540
as a reader and as a maker of inferences.

00:03:05.540 --> 00:03:07.820
Apply what you know to
the world of the story

00:03:07.820 --> 00:03:10.050
and make inferences based on that.

00:03:10.050 --> 00:03:11.660
- [David] And then,
I can become the world's

00:03:11.660 --> 00:03:13.080
greatest consulting detective?

00:03:13.080 --> 00:03:15.410
- [Bones] You can become
like the world's 50th

00:03:15.410 --> 00:03:17.330
greatest consulting detective,

00:03:17.330 --> 00:03:19.290
top of the heap's rather full, I'm afraid.

00:03:19.290 --> 00:03:22.260
- [David] Well, thank you
for your time today, Mr. Bones.

00:03:22.260 --> 00:03:23.780
Best of luck with your case work.

00:03:23.780 --> 00:03:25.444
- [Bones] Thank you; I shan't need it.

00:03:25.444 --> 00:03:26.340
(barks)

00:03:26.340 --> 00:03:28.690
- [David] You can
learn anything. David out.


Using context clues to figure out new words

WEBVTT
Kind: captions
Language: en

00:00:00.310 --> 00:00:01.600
- [Instructor] Hello readers.

00:00:01.600 --> 00:00:03.770
You know that feeling when you're reading

00:00:03.770 --> 00:00:05.790
and you see a word
you've never seen before

00:00:05.790 --> 00:00:06.623
and you don't really know how

00:00:06.623 --> 00:00:07.840
to figure out what it means?

00:00:07.840 --> 00:00:09.980
Well, that's what we're
talking about today:

00:00:09.980 --> 00:00:13.820
strategies for figuring out
new words through context.

00:00:13.820 --> 00:00:16.240
You're always going to be
encountering new words.

00:00:16.240 --> 00:00:18.350
At the time of this recording, I'm 31

00:00:18.350 --> 00:00:21.800
and I run into new and
confusing words every day.

00:00:21.800 --> 00:00:24.020
I read a lot and it's
always a fun challenge

00:00:24.020 --> 00:00:25.520
to run into words like, I don't know,

00:00:25.520 --> 00:00:29.250
glabrous or limned or nacreous.

00:00:29.250 --> 00:00:30.470
I know a lot about language

00:00:30.470 --> 00:00:32.540
and even I have trouble figuring out

00:00:32.540 --> 00:00:34.400
what those words mean on their own.

00:00:34.400 --> 00:00:37.130
So it's important to rely on context,

00:00:37.130 --> 00:00:40.320
the language that surrounds the word.

00:00:40.320 --> 00:00:41.480
Let's say you're reading a text

00:00:41.480 --> 00:00:42.750
and you come across a sentence

00:00:42.750 --> 00:00:45.390
that has a word in it you don't recognize.

00:00:45.390 --> 00:00:46.670
Here's a bit from a passage

00:00:46.670 --> 00:00:49.883
about the famous chimpanzee
researcher Jane Goodall.

00:00:50.857 --> 00:00:52.947
"Jane Goodall arrived at Tanzania's

00:00:52.947 --> 00:00:56.137
"Gombee Stream National Park in 1960.

00:00:56.137 --> 00:00:58.317
"She was considered
somewhat unconventional

00:00:58.317 --> 00:01:00.227
"among other animal researchers.

00:01:00.227 --> 00:01:03.630
"After all, she had not
yet been to college."

00:01:03.630 --> 00:01:05.630
So let's pause on unconventional.

00:01:05.630 --> 00:01:07.350
What does that word mean?

00:01:07.350 --> 00:01:10.320
Well, let me give you some ideas,

00:01:10.320 --> 00:01:12.340
that's the memory aid I
use to keep it straight.

00:01:12.340 --> 00:01:16.400
IDEAS, it stands for
inference, definition,

00:01:16.400 --> 00:01:21.400
example, antonym,
synonym, I-D-E-A-S, IDEAS,

00:01:21.900 --> 00:01:24.980
which are all different
kinds of context clues.

00:01:24.980 --> 00:01:27.120
Every word will have a different context,

00:01:27.120 --> 00:01:29.553
so you might need to vary your approach.

00:01:31.000 --> 00:01:34.130
The way this snippet is written
let's try inference first,

00:01:34.130 --> 00:01:35.970
then I'll rewrite the sentence a few times

00:01:35.970 --> 00:01:37.670
to show you the other methods.

00:01:37.670 --> 00:01:40.330
Okay, the I in IDEAS, inference.

00:01:40.330 --> 00:01:43.220
We can draw conclusions from the context.

00:01:43.220 --> 00:01:45.220
If we don't know what
unconventional means,

00:01:45.220 --> 00:01:47.080
we can take a look at
the rest of the sentence

00:01:47.080 --> 00:01:49.670
or other nearby sentences
to figure it out.

00:01:49.670 --> 00:01:51.930
Being unconventional seems to make Goodall

00:01:51.930 --> 00:01:53.930
different from other researchers.

00:01:53.930 --> 00:01:55.630
She hadn't yet been to college

00:01:55.630 --> 00:01:58.400
which implies that the rest of them had.

00:01:58.400 --> 00:01:59.750
That doesn't give us a full answer

00:01:59.750 --> 00:02:02.560
but it does tell us that
she's different somehow.

00:02:02.560 --> 00:02:05.400
So I think unconventional might mean

00:02:05.400 --> 00:02:06.960
different than what is normal.

00:02:06.960 --> 00:02:08.260
And because I'm making an inference

00:02:08.260 --> 00:02:10.750
about this word's meaning I
wanna keep an eye out for it

00:02:10.750 --> 00:02:12.810
in other places to see if I can confirm

00:02:12.810 --> 00:02:15.890
or revise that working definition later.

00:02:15.890 --> 00:02:17.890
D - definition.

00:02:17.890 --> 00:02:20.130
Context clues like
these will just give you

00:02:20.130 --> 00:02:22.070
the definition of the word in question.

00:02:22.070 --> 00:02:23.947
So a good example of that would be:

00:02:23.947 --> 00:02:26.157
"She was considered
somewhat unconventional

00:02:26.157 --> 00:02:28.047
"among other animal researchers.

00:02:28.047 --> 00:02:29.507
"She hadn't been to college yet,

00:02:29.507 --> 00:02:32.720
"and this made her
different and unexpected."

00:02:32.720 --> 00:02:35.390
Different and unexpected
is a great definition

00:02:35.390 --> 00:02:37.540
for the word unconventional.

00:02:37.540 --> 00:02:39.390
This style of context clue occurs

00:02:39.390 --> 00:02:41.360
when the author expects
a word to be unfamiliar

00:02:41.360 --> 00:02:43.670
to you and builds in a guide for you

00:02:43.670 --> 00:02:45.490
right there in the text.

00:02:45.490 --> 00:02:47.900
The E in IDEAS stands for example,

00:02:47.900 --> 00:02:51.020
and this is somewhere between
inference and definition.

00:02:51.020 --> 00:02:54.040
If the author describes
Goodall as unconventional,

00:02:54.040 --> 00:02:56.190
they'll go on to talk about
something unconventional

00:02:56.190 --> 00:02:57.827
that Goodall did.

00:02:57.827 --> 00:02:59.827
"She was considered
somewhat unconventional

00:02:59.827 --> 00:03:01.117
"among animal researchers.

00:03:01.117 --> 00:03:03.760
"For one thing, she hadn't
been to college yet."

00:03:03.760 --> 00:03:06.060
So this is very similar
to that initial sentence,

00:03:06.060 --> 00:03:08.620
except for the transition
phrase for one thing,

00:03:08.620 --> 00:03:10.930
which is a way to set up examples.

00:03:10.930 --> 00:03:13.930
Antonym - an antonym is
a word whose meaning is

00:03:13.930 --> 00:03:17.150
the opposite of another
word, like how night is

00:03:17.150 --> 00:03:21.430
the opposite of day, or how
love is the opposite of hate.

00:03:21.430 --> 00:03:23.250
So if there's an example in the text

00:03:23.250 --> 00:03:25.330
of what Jane Goodall was not,

00:03:25.330 --> 00:03:28.410
we can use that to
figure out what she was.

00:03:28.410 --> 00:03:29.777
So let's say the passage said:

00:03:29.777 --> 00:03:31.537
"Goodall was unconventional.

00:03:31.537 --> 00:03:34.710
"She didn't conform, and
she wasn't ordinary."

00:03:34.710 --> 00:03:38.610
There we have two antonyms and our answer.

00:03:38.610 --> 00:03:41.730
Similarly, synonym just
means write another word

00:03:41.730 --> 00:03:44.577
with the same meaning
similar to a definition.

00:03:44.577 --> 00:03:46.637
"Jane Goodall was unconventional.

00:03:46.637 --> 00:03:47.967
"She was a nonconformist.

00:03:47.967 --> 00:03:49.590
"She went against the grain."

00:03:49.590 --> 00:03:52.340
You can see that I had to
rewrite the sentences each time

00:03:52.340 --> 00:03:54.610
to apply to each context clue strategy,

00:03:54.610 --> 00:03:56.570
which shows me that you won't find

00:03:56.570 --> 00:03:59.100
all five context clues every time you need

00:03:59.100 --> 00:04:00.900
to search for a word's meaning.

00:04:00.900 --> 00:04:02.070
You need to find the approach

00:04:02.070 --> 00:04:04.360
that makes the most sense in context.

00:04:04.360 --> 00:04:05.900
See what I did there, ah huh?

00:04:06.750 --> 00:04:08.550
And failing that, you can always look up

00:04:08.550 --> 00:04:10.270
an unfamiliar word in a dictionary.

00:04:10.270 --> 00:04:11.260
I love to do that.

00:04:11.260 --> 00:04:14.250
I think that's great, but I
also feel a sense of victory

00:04:14.250 --> 00:04:16.820
when I correctly figure
out what a new word means,

00:04:16.820 --> 00:04:18.540
when I've put it together from context.

00:04:18.540 --> 00:04:20.720
And maybe if I'm still
curious, I look it up later

00:04:20.720 --> 00:04:22.040
and then I turn out to be right,

00:04:22.040 --> 00:04:25.200
and I'm all like "Victory
at sea, I did it!"

00:04:25.200 --> 00:04:26.900
Oh, and if you were curious,

00:04:26.900 --> 00:04:29.720
glabrous means smooth and hairless

00:04:29.720 --> 00:04:31.810
like a leaf or the skin of a frog.

00:04:31.810 --> 00:04:34.950
Nacreous means shiny and rainbow colored

00:04:34.950 --> 00:04:37.310
like the inside of an oyster shell.

00:04:37.310 --> 00:04:41.080
And to limn something means
to draw the outline of

00:04:41.080 --> 00:04:43.293
or to be highlighted in light.

00:04:44.300 --> 00:04:46.483
You can learn anything, David out.


Making inferences in informational texts

WEBVTT
Kind: captions
Language: en

00:00:01.000 --> 00:00:03.200
- [David] From the moment
she strolled into my office,

00:00:03.200 --> 00:00:04.300
I could tell she was gonna be

00:00:04.300 --> 00:00:06.510
a difficult sentence to read.

00:00:06.510 --> 00:00:07.880
You could tell from the way she walked

00:00:07.880 --> 00:00:09.840
she was carrying a lot of information,

00:00:09.840 --> 00:00:12.320
but getting it out of
her wouldn't be easy.

00:00:12.320 --> 00:00:15.113
I was gonna need to make an inference.

00:00:16.590 --> 00:00:17.510
Hey, what's up readers?

00:00:17.510 --> 00:00:18.343
David here.

00:00:18.343 --> 00:00:20.630
I'm taking advantage
of the cold that I have

00:00:20.630 --> 00:00:23.030
by doing my serious detective voice

00:00:23.030 --> 00:00:25.781
in order to teach you about inferences.

00:00:25.781 --> 00:00:26.700
(phone ringing)

00:00:26.700 --> 00:00:28.390
Hold on, let me get that.

00:00:28.390 --> 00:00:29.880
Hi, this is David.

00:00:29.880 --> 00:00:31.210
I'm in the middle of doing a video.

00:00:31.210 --> 00:00:32.540
Now isn't a great time.

00:00:32.540 --> 00:00:34.480
- [Man On Phone] Hello,
I have information about

00:00:34.480 --> 00:00:35.460
what an inference is.

00:00:35.460 --> 00:00:36.973
- [David] Oh, oh that's great.

00:00:38.240 --> 00:00:40.270
Cool, follow me over to the next screen.

00:00:40.270 --> 00:00:42.566
What is an inference, please?

00:00:42.566 --> 00:00:44.912
- [Man On Phone] An inference
is a conclusion that you make

00:00:44.912 --> 00:00:47.851
based on clues given
in a piece of writing.

00:00:47.851 --> 00:00:48.887
It's more than a guess,

00:00:48.887 --> 00:00:50.827
but it's not just an observation either.

00:00:50.827 --> 00:00:52.747
- [David] Great, thank you.

00:00:52.747 --> 00:00:53.938
Was that all you needed?

00:00:53.938 --> 00:00:55.150
- [Man On Phone] Yeah,
that was my only thing.

00:00:55.150 --> 00:00:56.787
- [David] All right, thanks, bye.

00:00:56.787 --> 00:00:58.130
- [Man On Phone] Goodbye.

00:00:58.130 --> 00:00:59.930
- [David] So an inference is a conclusion

00:00:59.930 --> 00:01:01.160
that you draw from writing.

00:01:01.160 --> 00:01:03.740
It's an idea that you pull from a sentence

00:01:03.740 --> 00:01:06.190
or a passage that isn't
literally printed there.

00:01:06.190 --> 00:01:08.310
It's the detective work of reading,

00:01:08.310 --> 00:01:10.370
finding clues that help you make sense

00:01:10.370 --> 00:01:12.330
of what's being said.

00:01:12.330 --> 00:01:13.360
I feel like we're kind of getting

00:01:13.360 --> 00:01:15.810
bogged down in theory
land so let's take a look

00:01:15.810 --> 00:01:16.840
at an example.

00:01:16.840 --> 00:01:19.763
I went outside and made
an enormous snow fort.

00:01:20.670 --> 00:01:21.910
There's my snow fort.

00:01:21.910 --> 00:01:25.080
It's a D on the flag to represent me.

00:01:25.080 --> 00:01:26.640
There's me little hot cocoa,

00:01:26.640 --> 00:01:28.650
couple marshmallows floating in there,

00:01:28.650 --> 00:01:30.400
my Khan Academy mug.

00:01:30.400 --> 00:01:31.830
They don't make Khan Academy mugs.

00:01:31.830 --> 00:01:33.680
I want a Khan Academy mug.

00:01:33.680 --> 00:01:35.870
Okay, so what conclusions can we draw

00:01:35.870 --> 00:01:37.460
from these two sentences?

00:01:37.460 --> 00:01:39.860
I went outside and made
an enormous snow fort.

00:01:39.860 --> 00:01:41.640
Beautiful, brilliant, enormous.

00:01:41.640 --> 00:01:45.090
Then I came inside and had
a big mug of hot chocolate.

00:01:45.090 --> 00:01:47.220
Same deal, brilliant, beautiful, enormous.

00:01:47.220 --> 00:01:50.120
What conclusions can I
draw about this situation?

00:01:50.120 --> 00:01:51.640
Well if you're making things out of snow

00:01:51.640 --> 00:01:53.730
and then you're coming inside
and having hot chocolate,

00:01:53.730 --> 00:01:56.040
it's probably not the height of summer.

00:01:56.040 --> 00:01:58.190
One inference that I can draw

00:01:58.190 --> 00:01:59.720
from these two sentences together

00:01:59.720 --> 00:02:04.000
is that it is winter time when
this sentence takes place.

00:02:04.000 --> 00:02:05.600
Where I live, these are not activities

00:02:05.600 --> 00:02:09.330
that one pursues in the
height of summer outside.

00:02:09.330 --> 00:02:12.430
I'm looking for clues within the text.

00:02:12.430 --> 00:02:15.640
Snow fort, I'm outside, I came inside

00:02:15.640 --> 00:02:17.410
and then I had hot chocolate

00:02:17.410 --> 00:02:19.390
which is not traditionally a beverage

00:02:19.390 --> 00:02:21.900
that is consumed when it's warm out.

00:02:21.900 --> 00:02:23.780
Let's take a look at another example.

00:02:23.780 --> 00:02:26.420
This paragraph is part of a longer passage

00:02:26.420 --> 00:02:29.360
that is about a young ballet
dancer named Michaela.

00:02:29.360 --> 00:02:31.190
Michaela danced so wonderfully

00:02:31.190 --> 00:02:32.790
that she was awarded a scholarship

00:02:32.790 --> 00:02:35.380
to attend the Jacqueline
Kennedy Onassis School

00:02:35.380 --> 00:02:37.450
at the American Ballet Theater.

00:02:37.450 --> 00:02:40.460
That was only the beginning
of her dancing success.

00:02:40.460 --> 00:02:42.700
When she was 17, Michaela danced with

00:02:42.700 --> 00:02:45.360
the Dance Theater of Harlem
professional company.

00:02:45.360 --> 00:02:48.280
Later, she joined the Dutch
National Junior Company.

00:02:48.280 --> 00:02:52.440
Today, Michaela is a soloist
with the Dutch National Ballet.

00:02:52.440 --> 00:02:53.840
So very quickly without getting

00:02:53.840 --> 00:02:55.800
bogged down in this passage,

00:02:55.800 --> 00:02:58.320
what are some conclusions,
what are some inferences

00:02:58.320 --> 00:03:00.790
that we can draw about Michaela?

00:03:00.790 --> 00:03:02.440
Who is Michaela?

00:03:02.440 --> 00:03:03.290
What do we know about her?

00:03:03.290 --> 00:03:05.110
We know that she's a dancer.

00:03:05.110 --> 00:03:07.160
We know that she's very good at it, right?

00:03:07.160 --> 00:03:10.370
She danced so wonderfully
that she got a scholarship.

00:03:10.370 --> 00:03:13.070
So I'm gonna say Michaela is very talented

00:03:13.070 --> 00:03:15.240
and we know that her talent led to success

00:03:15.240 --> 00:03:16.730
because her getting the scholarship

00:03:16.730 --> 00:03:20.200
was only the beginning
of her dancing success.

00:03:20.200 --> 00:03:22.140
We can see from the passage
that she was part of

00:03:22.140 --> 00:03:24.130
at least three different dance companies,

00:03:24.130 --> 00:03:25.920
the Dance Theater of Harlem,

00:03:25.920 --> 00:03:27.610
the Dutch National Junior Company,

00:03:27.610 --> 00:03:30.430
and as a soloist with the
Dutch National Ballet today.

00:03:30.430 --> 00:03:34.050
So I'm gonna say that Michaela
is a very hard worker.

00:03:34.050 --> 00:03:37.212
Now notice no where in
the passage does it say

00:03:37.212 --> 00:03:40.730
Michaela is a very talented,
hard working dancer.

00:03:40.730 --> 00:03:42.430
Just like in the previous example,

00:03:42.430 --> 00:03:44.720
it didn't say, it was winter outside

00:03:44.720 --> 00:03:46.710
so I made a snow fort.

00:03:46.710 --> 00:03:48.810
What the skill of inference is

00:03:48.810 --> 00:03:50.820
requires you to be a detective

00:03:50.820 --> 00:03:54.018
and take your magnifying
glass to the passage

00:03:54.018 --> 00:03:55.600
to discover clues.

00:03:55.600 --> 00:03:57.650
Imagine you're a detective like this dog.

00:03:58.510 --> 00:04:00.480
He's wearing a little deer stalker cap.

00:04:00.480 --> 00:04:03.870
Let's call him, let's
call him Sherlock Bones,

00:04:03.870 --> 00:04:06.920
the famous dog detective
that I just made up.

00:04:06.920 --> 00:04:09.010
I feel like Sherlock Holmes
is always smoking a pipe

00:04:09.010 --> 00:04:11.040
so I'm gonna give this dog like a,

00:04:11.040 --> 00:04:14.170
I don't know a bone or a
piece of rawhide or something.

00:04:14.170 --> 00:04:16.660
Imagine that you are a
detective or a dog detective

00:04:16.660 --> 00:04:20.270
if you like and every
time you read a text,

00:04:20.270 --> 00:04:22.700
let's say a book, that you are searching

00:04:22.700 --> 00:04:24.810
for clues within it.

00:04:24.810 --> 00:04:26.840
What you're doing when
you make an inference

00:04:26.840 --> 00:04:29.540
is you are taking the
information that you already know

00:04:29.540 --> 00:04:31.890
about the world and the
places and people in it

00:04:31.890 --> 00:04:33.417
and how they behave
and what they look like

00:04:33.417 --> 00:04:34.470
and what they do

00:04:34.470 --> 00:04:37.200
and you're applying that
knowledge to the text.

00:04:37.200 --> 00:04:38.680
When do people build snowmen?

00:04:38.680 --> 00:04:40.320
When do people build snow forts?

00:04:40.320 --> 00:04:41.720
When do they drink hot cocoa?

00:04:41.720 --> 00:04:43.370
In the winter time.

00:04:43.370 --> 00:04:44.840
An important thing to remember though

00:04:44.840 --> 00:04:47.060
is that inferring is not guessing.

00:04:47.060 --> 00:04:48.710
Any time you make an inference,

00:04:48.710 --> 00:04:51.550
you have to be pulling it
directly from the text.

00:04:51.550 --> 00:04:53.260
That's your jumping off point.

00:04:53.260 --> 00:04:56.490
It can't just be a wild
guess out of no where.

00:04:56.490 --> 00:04:59.960
It comes from information that
you've got there on the page.

00:04:59.960 --> 00:05:01.260
Now if you'll excuse me,

00:05:01.260 --> 00:05:04.320
I'm going to go eat my
weight in cough drops.

00:05:04.320 --> 00:05:06.423
You can learn anything, David out.


Groups influencing policy outcomes

WEBVTT
Kind: captions
Language: en

00:00:00.240 --> 00:00:01.530
- [Instructor] In previous videos

00:00:01.530 --> 00:00:04.140
we've talked about how various groups

00:00:04.140 --> 00:00:07.250
attempt to influence public policy.

00:00:07.250 --> 00:00:11.740
Political parties, interest
groups, bureaucratic agencies,

00:00:11.740 --> 00:00:13.580
even social movements.

00:00:13.580 --> 00:00:16.900
And we've talked about
The Policy Process Model.

00:00:16.900 --> 00:00:19.230
This is how a problem is identified

00:00:19.230 --> 00:00:20.770
and potentially addresses,

00:00:20.770 --> 00:00:22.930
through a policy solution.

00:00:22.930 --> 00:00:23.830
So in this video,

00:00:23.830 --> 00:00:26.090
let's bring these two things together

00:00:26.090 --> 00:00:28.660
by thinking through when and how

00:00:28.660 --> 00:00:30.580
each of these groups might influence

00:00:30.580 --> 00:00:32.080
the policy process.

00:00:32.080 --> 00:00:36.050
So let's say that our
problem is climate change.

00:00:36.050 --> 00:00:37.750
As we've discussed in other videos,

00:00:37.750 --> 00:00:40.050
climate change has only recently

00:00:40.050 --> 00:00:41.050
become an issue

00:00:41.050 --> 00:00:43.840
that voters wanna see politicians address.

00:00:43.840 --> 00:00:46.190
Social movements have put climate change

00:00:46.190 --> 00:00:47.560
on the policy agenda,

00:00:47.560 --> 00:00:49.320
with climate activists leading

00:00:49.320 --> 00:00:50.650
marches and strikes

00:00:50.650 --> 00:00:53.100
to demand action from politicians.

00:00:53.100 --> 00:00:54.960
You will most often see

00:00:54.960 --> 00:00:56.680
the influence of social movements

00:00:56.680 --> 00:00:59.330
at this point in the Policy Process,

00:00:59.330 --> 00:01:02.180
or at the Policy Evaluation step.

00:01:02.180 --> 00:01:04.350
Take a moment to think about why that is.

00:01:04.350 --> 00:01:06.170
What are the characteristics

00:01:06.170 --> 00:01:09.010
of broad based social movements

00:01:09.010 --> 00:01:10.460
that make it more difficult

00:01:10.460 --> 00:01:12.630
for them to engage at other parts

00:01:12.630 --> 00:01:14.780
of the policy process.

00:01:14.780 --> 00:01:17.190
Well, social movements are large,

00:01:17.190 --> 00:01:19.430
often led at the grassroots level,

00:01:19.430 --> 00:01:22.030
and so they may not have a central body

00:01:22.030 --> 00:01:23.790
that could get into the weeds

00:01:23.790 --> 00:01:25.410
with crafting policy.

00:01:25.410 --> 00:01:27.110
When people go out to protest,

00:01:27.110 --> 00:01:28.670
it's usually because they want

00:01:28.670 --> 00:01:31.790
a policy to be enacted to solve a problem,

00:01:31.790 --> 00:01:35.010
or because they're not happy
with an existing policy

00:01:35.010 --> 00:01:37.810
and they want it to be removed or revised.

00:01:37.810 --> 00:01:39.580
So that's why you might also see

00:01:39.580 --> 00:01:41.870
social movements influencing policy

00:01:41.870 --> 00:01:44.980
at the Evaluation and Change stage.

00:01:44.980 --> 00:01:47.590
Okay, so say that climate activists

00:01:47.590 --> 00:01:50.150
have gotten their issue onto the agenda,

00:01:50.150 --> 00:01:53.080
now it's time for Policy Formation.

00:01:53.080 --> 00:01:55.340
Coming up with a potential solution

00:01:55.340 --> 00:01:56.470
to the problem,

00:01:56.470 --> 00:01:59.180
which groups might be involved with that?

00:01:59.180 --> 00:02:00.920
This is a time when interest groups

00:02:00.920 --> 00:02:02.710
might play a large role,

00:02:02.710 --> 00:02:05.620
and environmental group
may have a strong opinion

00:02:05.620 --> 00:02:08.360
about what goals the
government should work toward

00:02:08.360 --> 00:02:10.020
in curbing climate change.

00:02:10.020 --> 00:02:12.410
Whether that's reducing carbon emissions,

00:02:12.410 --> 00:02:14.740
or incentivizing clean energy.

00:02:14.740 --> 00:02:15.820
In fact an interest group

00:02:15.820 --> 00:02:18.160
might even write potential legislation

00:02:18.160 --> 00:02:19.570
for members of Congress.

00:02:19.570 --> 00:02:22.160
In the Policy Legitimation stage,

00:02:22.160 --> 00:02:24.680
when the proposed solution is debated

00:02:24.680 --> 00:02:26.530
and set to become law,

00:02:26.530 --> 00:02:28.780
you may see political parties

00:02:28.780 --> 00:02:30.710
exerting a great deal of influence.

00:02:30.710 --> 00:02:32.210
A party member in Congress

00:02:32.210 --> 00:02:33.880
may champion the legislation

00:02:33.880 --> 00:02:37.210
as a representation of
their party's goals,

00:02:37.210 --> 00:02:39.950
or work against it because it conflicts

00:02:39.950 --> 00:02:41.580
with their party's goals.

00:02:41.580 --> 00:02:44.270
This stage is also when the federal budget

00:02:44.270 --> 00:02:45.600
process takes places.

00:02:45.600 --> 00:02:48.900
So you might find bureaucratic
agencies or departments

00:02:48.900 --> 00:02:51.420
campaigning to spend more or less money

00:02:51.420 --> 00:02:52.403
on the policy.

00:02:54.200 --> 00:02:56.030
Now the law's on the books.

00:02:56.030 --> 00:02:59.520
Let's say it's a law to
reduce carbon emissions

00:02:59.520 --> 00:03:01.670
by 25% over 10 years,

00:03:01.670 --> 00:03:03.550
and the money is lined up to fund it.

00:03:03.550 --> 00:03:05.890
It's time for the Implementation Stage.

00:03:05.890 --> 00:03:08.130
So which groups might attempt

00:03:08.130 --> 00:03:09.510
to exert influence

00:03:09.510 --> 00:03:11.800
in this stage of the process?

00:03:11.800 --> 00:03:14.490
Well, definitely bureaucratic agencies,

00:03:14.490 --> 00:03:16.370
at least one of which will be tasked

00:03:16.370 --> 00:03:18.110
with implementing the new law.

00:03:18.110 --> 00:03:20.490
This is also a time when interest groups

00:03:20.490 --> 00:03:21.680
will be really prominent.

00:03:21.680 --> 00:03:25.090
Remember, the law might
have an overarching goal,

00:03:25.090 --> 00:03:27.830
reducing carbon emissions by 25%,

00:03:27.830 --> 00:03:29.990
but it's up to the bureaucracy

00:03:29.990 --> 00:03:31.960
to come up with the specific rules

00:03:31.960 --> 00:03:33.280
that will make that happen.

00:03:33.280 --> 00:03:36.260
So interest groups representing coal,

00:03:36.260 --> 00:03:38.480
oil, or solar power,

00:03:38.480 --> 00:03:41.350
might attempt to influence those rules

00:03:41.350 --> 00:03:42.440
in their favor.

00:03:42.440 --> 00:03:46.070
Now the last stage of
the process, Evaluation.

00:03:46.070 --> 00:03:47.800
Who do you think will wanna have a say

00:03:47.800 --> 00:03:50.500
in how effective the policy has been

00:03:50.500 --> 00:03:51.710
in solving the problem?

00:03:51.710 --> 00:03:53.380
If you guessed everyone,

00:03:53.380 --> 00:03:55.610
you're getting the hang of
this policy making thing.

00:03:55.610 --> 00:03:57.330
Experts in the bureaucracy

00:03:57.330 --> 00:04:00.600
may undertake a formal analysis of data

00:04:00.600 --> 00:04:03.070
to understand how well policy goals

00:04:03.070 --> 00:04:04.100
have been met.

00:04:04.100 --> 00:04:06.370
Political parties may want to tout

00:04:06.370 --> 00:04:07.870
how effective a program

00:04:07.870 --> 00:04:11.240
they sponsored was, or
critique how ineffective

00:04:11.240 --> 00:04:13.470
a program they opposed was.

00:04:13.470 --> 00:04:15.680
Interest groups may request adjustments

00:04:15.680 --> 00:04:16.513
to the program

00:04:16.513 --> 00:04:18.210
to better serve their members.

00:04:18.210 --> 00:04:19.360
And social movements,

00:04:19.360 --> 00:04:20.910
as we've already mentioned,

00:04:20.910 --> 00:04:22.780
might turn out to protest,

00:04:22.780 --> 00:04:24.470
or on rare occasions,

00:04:24.470 --> 00:04:27.160
to celebrate the outcome of a policy,

00:04:27.160 --> 00:04:30.353
and then the whole process starts again.


Getting started with Khan Academy Kids

WEBVTT
Kind: captions
Language: en

00:00:00.210 --> 00:00:02.100
- [Instructor] So the
first thing you want to do

00:00:02.100 --> 00:00:06.793
is go to your App Store and
download Khan Academy Kids.

00:00:07.980 --> 00:00:11.000
Once you've done that,
you can open our app,

00:00:11.000 --> 00:00:15.182
and you'll be greeted
by our fun characters,

00:00:15.182 --> 00:00:17.973
Cody, Orlov, Sandy, Raya and Peck.

00:00:18.920 --> 00:00:21.850
You'll be taken to a signup
screen, click Sign up

00:00:21.850 --> 00:00:23.973
and enter your email.

00:00:26.730 --> 00:00:29.100
We use this email to create your account,

00:00:29.100 --> 00:00:32.010
and we're going to ask you to verify it.

00:00:32.010 --> 00:00:34.230
So once you've entered
it and clicked next,

00:00:34.230 --> 00:00:37.990
you'll receive an email
in your email inbox.

00:00:37.990 --> 00:00:42.990
And you want to click the verify
email button in that email,

00:00:43.950 --> 00:00:46.830
and then you're set to
go back into the app

00:00:46.830 --> 00:00:49.323
and start creating accounts for your kids.

00:00:50.730 --> 00:00:54.440
Click next here, and here you are.

00:00:54.440 --> 00:00:58.660
First we're going to add the
name of our first child Kim.

00:00:58.660 --> 00:01:03.660
Kim is six, and we'll select
an avatar for Kim, a dolphin.

00:01:04.260 --> 00:01:06.770
Ready to start learning now,
but we'll quickly show you

00:01:06.770 --> 00:01:10.150
how to create a profile for another child.

00:01:10.150 --> 00:01:13.430
If you swipe up into the parent section,

00:01:13.430 --> 00:01:16.480
you'll see Kim's account
there, tap the new button,

00:01:16.480 --> 00:01:21.480
swipe up, and enter the name
of the next child, Oscar.

00:01:22.880 --> 00:01:25.760
Oscar is actually older, he's seven

00:01:25.760 --> 00:01:28.663
and he is going to be a tiger.

00:01:29.520 --> 00:01:34.520
And now we have two children's
profiles, Kim and Oscar.

00:01:35.360 --> 00:01:38.950
We're going to start learning
with Kim so we tap Kim,

00:01:38.950 --> 00:01:41.150
and if we press the play button,

00:01:41.150 --> 00:01:43.680
he will be in our
personalized learning path.

00:01:43.680 --> 00:01:46.730
It will serve up age
appropriate activities

00:01:46.730 --> 00:01:48.663
for your child like this one.

00:01:49.738 --> 00:01:54.010
- (Character) And together
they have five toy dinosaurs.

00:01:54.010 --> 00:01:55.620
- If you wanted to do self serve,

00:01:55.620 --> 00:01:59.100
you could click in the top left
corner on the library icon.

00:01:59.100 --> 00:02:02.050
Then you can scroll through
all of our activities,

00:02:02.050 --> 00:02:05.980
books, videos, our reading, our logic,

00:02:05.980 --> 00:02:09.000
social emotional learning,
and you can pick out

00:02:09.000 --> 00:02:11.160
what your child works on.

00:02:11.160 --> 00:02:13.620
We've partnered with National Geographic

00:02:13.620 --> 00:02:17.740
and Bellwether Media to
offer a range of characters

00:02:17.740 --> 00:02:21.220
and stories and formats
to keep your child busy.

00:02:21.220 --> 00:02:23.320
And there's always the
offline functionality,

00:02:23.320 --> 00:02:25.890
that suitcase under the word library.

00:02:25.890 --> 00:02:28.970
We can't wait for you to discover
everything there is to do

00:02:28.970 --> 00:02:30.603
on Khan Academy Kids.