Nicole VanDreumel

Strat Chat #2
EDR 627

Part One

Section One:
Strategy: Anticipation Guide
Source: Guided Readers Through Text: Strategy Guides for New Times (2nd
ed.) by Karen D. Wood, Diane Lapp, James Flood, and D. Bruce Taylor.
Purpose: To engage students prior knowledge and get them thinking
about the topic they are about to read about.

Section Two:
Grade Level: Kindergarten

Section Three:
Text: Dinorsaurs Roar, Butterflies Soar; Bob Barner



























Name:______________________
Dinosaurs Roar, Butterflies Soar
Anticipation Guide

Before we listen to the story, listen to each sentence as I read it.
If you think the sentence is true, make a face. If you think the
sentence is false, make a face. When we are done reading
we will review our answers and fill out the right side of the chart!


Before
Reading
Sentence After
Reading
Dinosaurs first appeared on Earth 50
years ago.


Moths are ancestors of butterflies.



Dinosaurs do not eat plants.



Dinosaurs and butterflies lived
together.



As asteroid hit the earth, and
butterflies could no longer live.


Butterflies also lived with woolly
mammoths and saber-toothed cats.























Section Four:
Introduction:
-As my students sit on the floor near me, I will show them the cover
of the book Dinosaurs Roar, Butterflies Soar. Based on the cover, I will
ask them what they think the book will be about.
Background Knowledge
-After my students make a few predictions about what they think
the book will be about, I will ask them to think about what they know
about dinosaurs and butterflies. I will take answers from a few students,
and will ask them to also share with a partner.
Modeling
-I will show my students the Anticipation Guide on our document
camera. I will explain that we will be reading sentences together, and
they will be deciding if the answer is true or false. I will explain that true
means that something actually happened, and false means that the
sentence is wrong, and did not happen.
-I will point out that there are two places to response to the
sentences one column is for before we read the book, and the second
column is for after we read the book, when we know more information.
-When students have decided on an answer, they will either write a
smiley face, or a sad face (smile for true, sad for false.)
-I will read the first sentence to my students, and model my thinking
out loud as I think about what I know about when dinosaurs lived.
-I will then make a smiley face in the Before Reading box next to
the sentence.
-Before students begin answering, I will discuss with them that their
answers may change for the After Reading part and that its okay if
they do that means theyre learning new things and becoming smarter
learners!
Transition
-Once my students understand how to fill in their answers, I will tell
them that they are going to answer the rest of the sentences on their own
after I read the sentences.
-I will read each sentence, and give them time to fill in their answer.
I will be walking around during this time to make sure everyone is putting
their answer in the correct box.
-Once each answer is completed, I will ask student to join me on
the rug to listen to the story. As I read, I will pause to discuss parts of the
story that correspond with the sentences we answered.
Wrap-Up
-Once we are done reading, students will return to their seats. I will
again read each sentence, and they will fill in the After Reading
column. If students are having a hard time remembering what we read, I
will go back and read the page again and have them listen for the
answer. If students answer a question differently, I will let them explain why
they think their answer is right, and will then go back to the story to read
the answer to them from the text.

Section Five
Assessment:
-To assess my students work I will be observing them as they work to
make sure they are answering the questions in the correct spots and
understanding the directions. For the After Reading section I will let the
students answer the question on their own, and then we will discuss the
answers until everyone agrees on the correct answer.

Section Six
Effectiveness
For the purpose of this strategy, I wanted my students to make predictions,
engage prior knowledge, and use what they had learned to adjust their
previous knowledge. My students were engaged right away with this
strategy, and quickly understood the concept of true/false. With the
Before Reading section, I could tell that they were really thinking about
what they knew about butterflies and dinosaurs, which was my goal. After
reading, they were able to reconcile what they thought was true/false
with what the book had actually taught them. They also did not have an
issue with changing their answers if they had been wrong prior to reading.
Overall I thought this strategy was very effective with younger students,
because I could tell that they were really thinking about what they knew,
and what they had learned from the story. I also feel that this strategy
really gave them a purpose for listening by introducing possible facts prior
to reading.

Section Seven
Peer Feedback

Cassie
Nicole, Thanks for sharing this lesson with me!
Compliments:
1. You shared with us that you modified the lesson to stopping at each
point rather than reading the story through so that students would be able
to remember what was read. I think it is great that you made this
modification rather than just doing as you originally planned. Shows you
are quick on your feet!
2. I really liked how you explained to students that their thinking might
change after reading the story. I think this is really important with young
students because they often feel that what they think must be correct, so
it is important that we tell them it is okay if our thoughts don't match what
we read, that means we are learning!
3. It looks like you did a really good job modeling for students. The fact
that you took the time to explain what true and false is, and how you
modeled where to put the smily/frown faces etc is crucial for students!
Suggestions:
1. To really hone in on students' comprehension, read the text through
fully first, then go back and reread and during this second rereading, stop
at each point where you would like them to make a connection back to
the anticipation guide. This will help them, so that their comprehension
isn't interrupted during that first reading.
2. I would allow students time to discuss their thoughts prior to reading the
story. This is a great time for students to hear what others think and to get
their brains even more activated.
Question:
1. I did this strategy for my first strat. chat and found that my students did
not have enough prior knowledge about my topic for it really to be
effective. I am wondering if you found that your students had enough
prior knowledge about your topic, or if a different text would have helped
move the strategy along more effectively?

Heather
Nicole,
I like that you reviewed what true and false meant. This serves as a good
reminder for our young students and an important step to remember as a
teacher!
I think its great that you included that you will ask the students why they
answered the way they did. Lower elementary students need the extra
practice thinking through their reasoning to an answer.
I like your handout. I think it is very age-appropriate with the smiley faces!
I wonder if it would be helpful for the students to have their Anticipation
Guide in front of them as youre reading the text. This way they could
glance back at what they had put and fill in the after reading column.
I wonder if it might help activate more prior knowledge by allowing your
students time to fill in the Anticipation Guide and then discuss with their
partner why they chose that answer. It appears that they had great
understanding for this topic before reading so a good discussion could
have come out.
It looks like your students did a great job with the Anticipation Guide
before reading. How might you modify this to give them more of a
challenge?
Thank you for sharing!


Section Eight
Changes
As I was doing my lesson with my students, I realized that at their age they
were having a hard time remembering each sentence from the story
when I finished reading the entire story. I think it would have helped their
recall if I had used fewer sentences, or if they had had their papers with
them as I read so we could stop as I was reading to talk about how the
book fit in with each sentence, and whether or not the sentence was true
or false. With these changes, I think this lesson would have worked even
better!