Name: Catherine Stager

Date: 7-14-14
Class: EDR 627


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: To see what students already know, by activating their prior
knowledge.

Section Two:

Grade Level: 5
th


Section Three:

Text: George vs. George By: Rosalyn Schanzer

Section Four:
1.Intro/Activate Prior Knowledge
I will explain to students that we will be reading the text George vs. George.
Then I will be asking them what they already know about the American
Revolution. I will be going over some statements with them in regards to the
text and they will be deciding if they agree with the statements circling Y
or disagree circling N. Once, we have finished reading the text, we will be
revisiting our worksheet and going over the statements again. This time,
giving our reasoning for circling Y or N after we are done with the text.
2.Modeling
I do.
I will bring my students together and share with them that they will
deciding if they agree or disagree with statements made about the book
George vs. George. We will then be circling the Y if we agree and the N if
we dont agree with the statement. Ill be modeling how I use my prior
knowledge about the American Revolution to make a good decision. We will
be doing the first question together.

We do.
After discussing what we will be doing, I will then pass out their Anticipation
guide so they can continue with the rest of the questions. I will be reading
through each question with them and they will be circling the answer of their
choice. When they are done with a question, they will be putting a thumb
above their head. That way I will know when to move on to the next question.
After going through all the question prior to reading the text, I will then
begin reading the text and pausing in the book so students can review the
statements.

You do.
While I am reading the text aloud to the class, I will then ask them to
decided if they now agree with Y or disagree N with statement after
reading that part of the text. I will be giving students enough time to circle
and to explain their reasoning in the last column.

3.Lesson Wrap Up
After students are all finished we will be splitting up into small groups and
discussing our answers. Copies of the texts will be at each table and the
whole table has to agree on their final answer for each statement. Each
group will be sharing reasoning in front of the class for each statement.
Section Five:
Students success will be determined by the conversations in the small
groups as well as the How do you Know section on the anticipation guide,
that will be collected.


















Section Six:
I feel that this strategy was successful with my students. My students
didnt have much prior knowledge about the subject matter but they loved
being able to discuss what was exactly wrong or right with the statement.

Since I only wanted to zero in on key concepts I just focused on some
main points in the book. Some pages were skipped over.





Section Seven:
Ashlie Szatkowski Feedback
Strengths-
I really liked how you went through step by step of how to complete the
Anticipation Guide. This is so important when teaching students a new
strategy!
I liked how you mentioned that you could easily differentiate the
Anticipation Guide for different levels of students. I think this is a
great idea and could be done in small groups.
I like how you read aloud the questions to your students. This is a great
way to make sure all students are staying on task and completing it
and helpful for those who struggle with reading.
Improve-
Maybe during your modeling part could you use a different text that the
students are already familiar with? That way you aren't going through
the actual Anticipation Guide with them but you are modeling how to
do one with a different text.
During your introduction/prior knowledge part, I always create a web of
their ideas on the board. That way they can go back to it if they need
too.
Questions-
How did you go about selecting statements? Were you focused on only one or
two particular parts of the text?
Jennifer Smith Feedback
Positives:

1. I think you managed to focus on many important topics without losing the
students engagement.
2. You used a step by step model to check for understanding,
engagement, and pacing which the students sounded like they
responded well to.
3. 5
th
grade seemed like such a great grade to start to introduce these
larger topics and delve deeper into their meaning.

Suggestions:
1. I would break this into multiple lessons in order for deeper understanding
on each topic such as the Boston Tea Party, etc.
2. I think having the students circle back around to check their answers on
their Anticipation Guide in partners.

Questions:
1. How long would you make this unit?
2. Would you find it more beneficial to do this activity in a whole or small
group setting?



Section Eight: What would you change in the future with this strategy
and why.

After doing this lesson, I feel that it would be more purposeful to have each
statement numbered and have the page correlating to that number marked
in the text. That way, if students want to move ahead or go back after we
have go through the lesson, it would be easy for them to navigate. I also feel
that this would limit distractions during the actual lesson, and
differentiation would be easier. This way I could help students that need
extra support.
After students gain confidence at this strategy I would continue to use this
strategy in my classroom. I feel that it does a great job at getting students
engaged in the text and keeping their attention.