Julie Petruska

July 14, 2015

EDR 627 Strat Chat #1
Section One:
Strategy: Anticipation Guide

Purpose: Designed to activate prior knowledge and give students a purpose for reading Literacy
Helping Children Construct Meaning J. David Cooper (2003)

Section Two:
Students: Small group 2 students - Kindergarten
Section Three:
Text Used: Tasting by Rebecca Riseman (one for each students)

Section Four:

Introduction/Activate Background Knowledge:
Students will gather at our small group table. We will start our discussion about the five senses that we
have been learning about, but I will tell them that today our book will concentrate on our sense of taste.
At that time I will show them the text that we will be working with, Tasting by Rebecca Riseman. Then I
will ask them what they already know about their sense of taste and record it on our chart paper. After
we have recorded our thinking, we will discuss how we came to our conclusions. Why did they think
that? I will explain to them that since we are still young we are still learning many thing about the world
around us. That it is ok to not have the right answer all the time, and that as we learn new information
sometimes our thinking changes over time. I will at that time give them the anticipation guide and tell
them that we will be marking a T for true, and an F for false if we think the sentence is not right

Modeling/Independent Practice
We will read the first sentence together and I will model my thinking of this statement out loud so
students can get an idea of how the anticipation guide works. Well, Im thinking that the first
statement is false (I will mark it with an F in front of the kids). I think this because I am pretty sure when
we were reading a book earlier that introduced the five senses that there were bumpy things on your
tongue, and that that is how we taste things. Then, I will continue reading the next five statements and
let the children mark their answers. Once finished we will leave the anticipation guide under our book,
while we read the text together. I will once again introduce the book to my students and remind them
that good readers in our group track the words as we read them with their reading finger. I also will tell
them that when they hear information that supports our sentences from the anticipation guide to just
raise their thumbs up in front of their chest, and then they can put it down. We will read the book all
the way through.
Lesson Wrap-Up
After we have completed the read aloud we will go over our anticipation guides. We will read the
sentence, and I will call on students that I saw gave me the thumbs up sign to that sentence, or ask for a
volunteer to share their thinking from our reading. I will ask them to go back and show me what page
had that information on it if they can remember, or I will help them if they cannot recall, and read the
supporting information. I will also explain to them that we are not changing our answers, but that they
are more than welcome to write next to their answer if it was not the right letter written down. I will
stress to them once again that it is ok to not always have a right answer, and that as we grow and learn
new ideas our thinking will change with our new knowledge.

Section Five:
This is a new strategy for the students, so I am basing the lesson plan on observation of the students and
how they followed directions, participated successfully and their interaction with the anticipation guide
itself.

Section Six:

Reflection:
This was a new process for my students. They had never done anything like this before. Overall I think
they did well. The students that I chose to help me with this had competed Kindergarten, however due
to their transient life style were more reflective of an early year Kindergarten student. With the group
that I am working with now I think I would like to do more anticipation guides on a chart as a whole
group so they are more prepared to do this independently. However, I will not be working with them
long enough to see this impact.








Anticipation Guide
Five Senses Unit Taste
Mark true or false for each
statement

_____ Your teeth help you taste

_____ You can taste many flavors all at the same time

_____ We have five senses

_____ You can taste a lemon

_____ Your taste buds are on the top of your mouth

_____ We use our senses only when we eat













Section Seven:
Peer Feedback from Nicole Glaster
I really like how you adapted this for younger kiddos - as a kindergarten teacher, this
would be great for my room! I also like how you chose a book that can tie into a whole
unit easily. We cover the 5 Senses in our grade, so this would be a great tool to use as we
explore them. As you explored each sense, you could use a similar guide for each one to
highlight the most important points that you want your students to learn.
Do you think this kind of guide would work for your preschoolers, or would you have to
adapt it further for them?
Great job!
Peer Feedback from Andrea Tejchma
You did a wonderful job with Strat Chat #1! I really love the way you adapte the
Anticipation Guide for younger students. It is so user friendly! I am going to have 2 AI
students in my classroom this year and I can see using a guide that is a bit more
simplistic with them. I love your book choice, as the 5 senses are always fun for students
of any age! Do you think that your students would benefit from having more time spent
on each of the 5 senses? Maybe creating an Anticipation Guide for the 5 diferent senses?
Peer Feedback from Holly Engemann
Thank you for sharing this strategy! I thought you did a wonderful job creating an
anticipatory guide that would be well suited for young learners. It got them to think
about the topic of tasting and what they think the answers could be. I think it is very
important to show our students that we don't always have to be right the first time we
guess. I also like how you had your students go back through and show you where they
found the correct answer. This is a great skill to have! I think doing this whole group
would be a great introduction to the ancipatory guide. I also think it would be cool to
break down the five senses to each have an anticipatory guide. Thank you for sharing!

Section Eight:
As a result of teaching this lesson I think that I would still use the anticipation guide again. I
may change it so the students are not writing the T for true and the F for false. I would
probably go with the smile face or sad face in its place, maybe transition to the true and false
writing the last month of the year before they transition to First Grade. I would continue to use
the anticipation guides as I read the five senses books, and pair with the anticipation guide.
After using for the five senses study, the students should be rather pretty professional at using
the guides.