EDR 627

Strat Chat #1

SECTION ONE:
Strategy: Anticipation Guide
Source: Guiding Readers Through Text: Strategy Guides for New Times (2
nd
ed.) by Karen
Wood, Diane Lapp, James Flood, and D. Bruce Taylor
Purpose: Stimulate thinking and activate prior knowledge
SECTION TWO:
Students: 2
nd
grade struggling readers (small group 4 children)
SECTION THREE:
Text Used: Barack Obama by R.K. Burrice
SECTION FOUR:
Introduction/Activating Prior Knowledge:
I will introduce the text to students and activate prior knowledge by asking them they know
about the President. We will make a list on the board of anything that comes to students minds.
Some things I anticipate them sharing are: They will know the name of the President and that he
is in charge of the United States. They know that his job is to keep our country safe and make
laws. They might not be sure where he was born or how long hes been the President. I then
will spend some time discussing how we think we might know something because weve heard
other people talk about it but that we can find out what is accurate by reading about it.
Sometimes when we read about something, we find that what we thought to be true is actually
true and other times we find that what we thought was true, isnt.
Modeling:
I DO: I will then explain that we are going to be reading a book about Barack Obama
but before we began reading, we were going to see what we think we already know about the
President. I will show them the book and the Anticipation Guide. I will explain how we will be
using the anticipation guide. I will then model by reading the first question and sharing my
thinking about how I might answer the question. I will model how to make an educated guess
when I might not be sure of the answer. I will then repeat this process for the next two questions.
WE DO: I will then pass out the Anticipation Guide to the students and provide them
with a folder to allow them to keep their answers private (I dont want them to be tempted to
copy answers from their peers). I will read through each of the questions and give them time to
choose their answers (they will use marker to do this, not pencil). Then I will give them their
books and explain that we will be reading each page as a group and see if we can answer one of
the questions from the guide. We will begin reading and then when we find the answer to the
first question (students will raise hands to indicate they hear an answer), we will stop reading and
circle the correct answer in the After Reading column. I will instruct them to use the blank
area to prove it by writing the text from the book that provides their answer. They also will be
instructed to write down the page number.
YOU DO TOGETHER: After a few questions are completed together, students will be
instructed to get with their literacy partner and to complete the guide together, except for the last
question. They will continue to work as partners to complete the guide as I move about the
groups observing and facilitating. There will be several times when they will need to infer the
answer from the text. I will be present to help facilitate this discussion with all groups. For
example, when looking for the information about whether or not Barack Obamas parents were
divorced, we will talk as a group about what it means when it says his father left at a young age
and his mother married another man. It doesnt explicitly state that his parents got divorced, but
we can infer as a group that if he left and she married someone else, they had to have been
divorced because mom wouldnt marry someone else if he was just on a business trip.
YOU DO ALONE (Independent Practice): This lesson will take several days to
complete. We will meet in small groups for 25 minutes each day. I will spread the lesson out so
that we can take the time necessary to discuss new vocabulary words, work on tricky words,
looking at maps etc. The final question will be left for each individual student to complete on
their own for independent practice. I will use this as a form of formative assessment.
Lesson Wrap-Up:
We will finish this activity by looking at our answers that we had completed prior to reading the
text and comparing them to our answers after we read the book. Hopefully, students will
immediately see how and when their thinking changes along the way. Students will get
excitement out of their learning when they realize they can actually prove their answers on
their own or with little guidance. In conclusion, we would review the original anticipatory guide
and talk about how their writing has changed. We will conclude the lesson with some Q & A
time focusing on what they learned from the text and always asking, How do you know? and
followed by a student response of, Well, on page ___, it SAYS, ______! I will end with a
conversation about this effective way of looking for answers to questions in informational texts.


SECTION FIVE:
I will use the Anticipatory Guide as a formative assessment to see how my students thinking
changed during the activity.
Anticipatory Guide: