Name: Holly Engemann

Date: July 11, 2014

EDR 627
Section One: I See I Wonder I Know; From Strategy 7 pages 35-38 of the
book 35 Strategies for Guiding Readers through Informational Texts by Barbara
Moss and Virginia S. Loh (2010); This strategy is a great way to activate prior
knowledge and to increase curiosity of a topic by using the texts pictures and
headings. After reading, students can record what they learned from the text.
Section Two: This strategy can be used in grades K-6. Younger students can
draw pictures in the I See column or the teacher can write for them.
Section Three: Materials Needed:
Frogs! By Elizabeth Carney, Copyright 2013

I See I Wonder I Know Chart


Optional Video from San Diego Zoo on Frogs

Student Work Samples: My 2 students did this together as a pair. We did
most of this together.




Section Four:
1. Introduction to Lesson: Today we are going to discover many new facts
and information about frogs! We will first preview the book, Frogs! by
Elizabeth Carney.
2. Activating Prior Knowledge: Good readers should get their brains ready to
read by previewing the book they will read. Today, we will look at
pictures and headings in the book to help us understand more about
frogs. Today, we are going to be using the strategy of I see I wonder I
know
3. Modeling: The first thing we need to do is to start looking at the pictures
and headings. Headings are the small titles that are found on the page
that give a clue as to what the page will be mainly about. On our chart,
we will write the page number and then what we see in the picture.
Lets look on page 4. I am going to write down what I see in the
photograph.
-I see a frog jumping into the water. (Teacher will write this down on the
chart under I see.)
After I spent some time writing what I see from the picture, I am going to
think about what I wonder about based on what I saw.
-I wonder how far a frog can jump? I am going to write this down next to
what I saw in the I wonder column.
After I am done previewing the book, then I can search for my answers
within the book. So we are going to keep going with the pictures and
headings.
Lets look at the next page. (pg. 6) I will take my time looking at the
images and headings.
-I see many different frogs. Some are in the water and some are on the
land. I will write my thinking down. Next I am going to think about what I
wonder about based on what I saw.
-I wonder how many frogs in the world are there and I am also wondering
where do frogs live? I will write down my thinking on the chart.
Now, I want you to tell me what you see on page 8. We are going to
work on this page together.
-I see a frog with a bubble coming out of his mouth.
Great! I will write that down on our chart. Now what do you wonder?
-I wonder what that bubble is for?
Great questions! I will record our wonderings so we can find the answers
to them after we read!
Students will then work in pairs or as individuals depending on readiness to
go through the rest of the book and write down what they see and their
wonderings.
After students are done filling out the I see and I wonder sections, they
will read the book, stopping to answer their questions along the way.
The first three rows on the chart will be done together with the teacher. If
a question or wondering is not in the book, have students write not on
page. Talk with students about other places to be able to find the
answers.
After the teacher has modeled how to find answers to the wonderings,
students can work in pairs to complete the rest of their chart.
Picture of Modeling: I used two different colored markers to show students
before reading and what we did during/after reading.




4. Transition to Independence: The students begin by working with the
teacher, then move to partnership, and then transition into independently
filling out the chart. After students complete the chart on the topic of
frogs, they can begin to fill out a new chart on another non-fiction book of
their choosing.
5. Lesson wrap-up: After the lesson, the students will share some of their
wonderings and the answers to the wonderings. It will be fun to see if
students had similar questions or if they were very different. The San Diego
Zoo has a great frog video that may have answers to questions that the
book did not answer. The teacher may also want to have other books
about frogs in a basket just in case a child is still interested in learning more
about frogs.
Section Five: The level of success for students is measured when students are
making connections between the pictures and their wonderings. Then, after
students read, the I know column should correspond to what they saw and what
they wondered. If they dont, more modeling would be helpful. Once the
teacher feels that the students could complete the chart with an independent
reading book, the success can be measured with how accurately the chart was
filled out. If a child seems to be having trouble independently, then they could
be paired with a successful student to encourage success. If more help is
needed, then a small group or individual time with the teacher would be
beneficial.
Section Six: I used this strategy with two boys who are going to be going into
second grade. I felt that this strategy worked really well for both of them. They
told me at the beginning that they did not know much about frogs, so a KWL
format wouldnt have been as beneficial. I liked how this strategy allows
students to look into the book at pictures and headings to pique their curiosity
into the topic. The boys could easily tell me what they saw in pictures. The
pictures in the book Frogs! had great images that had the boys wondering many
different things about frogs. This strategy also has the wonders connect to what
the student saw. I think this allows students to easily find the answers when
reading. Of course if a student had a wondering about frogs that wasnt in the
book, then that could be a next step lesson on where to go to find out more
information. I felt that my students werent quite ready to do that yet. This was a
great strategy for the level of the boys. I think this strategy will can be
implemented with independent reading after enough modeling.
Section Seven: Peer Feedback:
Andrea: Thank you for sharing! You did a wonderful job on your strat chat! I like
how you picked an engaging book that most children are very interested in
(frogs or toads are always a fun thing to look for and learn about). I also like how
you plan to assess your students- based on student needs and understandings
you might pull small groups or individual time. I also love your idea in section six
on how you could move forward from this strategy- researching or finding
information under the "I Wonder" that was not answered (that was also what I
was thinking as a suggestion). Your students did a wonderful job recording their
"wonderings and findings". I can see using this strategy at any grade level and
with MANY books!!! Have you used any of Gail Gibbons or Nic Bishop's texts
before? They are wonderful texts with phenomenal illustrations!
Nicole: Great job on your Strat Chat, Holly! I didn't really know much about the
See/Wonder/Know strategy before, but from your lesson it sounds like a great
strategy to use at any grade level! I appreciate that you realized that the kiddo's
answers weren't all going to be in the book, so I thought you did a great job of
taking that as a teaching moment to explain how readers can find information in
other areas. Do you think it would work well for younger kids to draw pictures of
what they see? I'd love to use this in kindergarten, so I'm trying to think of how my
kiddos would do with it. As Andrea mentioned, I think it's great that this strategy
could be used with any book, in any content area. Thanks for sharing!
Julie: Thank you for sharing your strategy with us! I can see using this strategy
even with my preschool students at a lower level. I liked seeing how you
modeled your thinking for your students, and the variety of groupings you used
for one lesson, keeps the kids moving and it is nice to see them working with
other students. Have you used this strategy before with your students are is this a
new one for you? I also agree with Andrea and Nicole that this can be used
with some any books. Wonderful work! I could really 'see' this lesson.
Section Eight: Changes I Would Make to the Strategy

I think overall, my students enjoyed this strategy. They liked looking at the
pictures and then writing what they wondered. I think the first time that I will let
my students do this on their own, I would allow them to do only part of the
response sheet. I noticed that my students just wanted to read instead of
stopping to write down everything. For some, it was overwhelming. I would also
like to use this strategy with a website. I think second graders have a difficult
time trying to find important information on a website and are often bombarded
and overwhelmed with pictures and information. This strategy will help students
know to preview websites when they are looking for certain information. Next
year, I will have students use this strategy when researching for their animal
reports.