Name: Elizabeth Stocker

Date: 7-10-14
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 get students excited about learning and activate prior knowledge.
Section Two:
Grade level: 5th
Section Three:
Text: Birmingham Sunday by Larry Dane Brimner
Section Four:
1. Introduction to the lesson/ activate prior knowledge
I will introduce this text to my students by asking what they already know about
the civil rights movement. We will have a short discussion about what they know
making a list on the board. I will then ask my students if they have ever heard of
the day called Birmingham Sunday. I will read the inside book jacket for students
and show them the cover. We will then talk about what students think might have
happened on that day. I will then tell students that we are going to do an
anticipation guide when reading this text. I will explain that we have
preconceived ideas about something before we read a text. However, sometimes,
these can be wrong.
2. Modeling
I DO
I will explain that students are going to read statements about the text and
determine if they are right or wrong. We will then go back after reading the text
and see if we were correct. I will show an anticipation guide on my doc cam. I
will then read the first statement and talk my thinking out loud so my students can
hear. I will circle yes or no and give an example as to why I chose that answer. I
will repeat this for the next question as well.
WE DO
I will then pass out the anticipation guide to students. We will read the next
question together and I will wait for them to circle their answers. As a class,
students will read through the statements and circle which answer they think is
best. I will then begin reading the book. When we come to the answer for the first
question, I will stop and have students answer the after reading section and fill in
the how do you know? section. I will explain to students that in this section,
students need to prove their answer using evidence from the text.
YOU DO
I will then continue reading the text. I will stop every few pages to give students
time to record their answers. Students will continue to fill in the after reading
section as we move through the text. If students need more time to fill in the How
do you know section, they will have a chance at the end of each lesson.
This book will take more then one lesson to complete since it is a longer text.

3. Lesson wrap-up
We will finish this lesson by reviewing our answers to the anticipation guide. I
will have students get in pairs or groups of three to share their before and after
reading responses along with their How do you know. Students will be given
time to discuss the similarities and differences in their answers. I will walk around
and check in with each group as a form of formative assessment. We will then
come back to whole group and share some of our thinking. Students will turn in
their completed anticipation guide at the end of the discussion.
Section Five:
I will determine the level of student success by listening to their small group discussion
as a form of formative assessment and reading over their completed anticipation guides
when they are turned in.
Section Six: how effective you feel the strategy was with your students and why
This strategy was very effective for students. It got them thinking about the civil rights
movement and had them engaged in the text as well. Students were questioning some of
the statements before reading and had a good discussion after the text was finished.
Since this is a longer text and I had a small group to work with, some of the pages
were skipped.
Anticipation Reaction Guide for Birmingham Sunday
If you agree with the statement below, circle yes in the before column. If
you disagree with the statement circle No in the before column. When you
come to the answer in the text, circle yes or no in the after column. Dont
forget to prove it in the how do you know section!
Before
Statement
After
How do you know?
Y N
The blast was caused by 10-19 sticks of
dynamite and killed 4 children while
injuring 17 more.
Y N
Y N
Blacks were welcome to spend their
money in white-owned department
stores, but were not allowed to use the
fitting rooms, sit at the counters, or use
the bathrooms.
Y N
Y N
Following the Civil War and the Souths
defeat, many white Southerners were
filled with fear, resentment, and hatred.

Y N
Y N
Birmingham suffered so many racially
motivated bombings that they city was
nicknames Bombingham.
Y N
Y N
Children learned racial hatred at an early
age in life.

Y N
Y N
MLK Jr was put in jail. Calling him a
troublemaker and criticizing his
methods.
Y N



Section Seven:
-Did you find that students really needed to be guided when filling in how do
you know? I am predicting that my 2
nd
graders would need to see this modeled
multiple times because finding specific evidence can be difficult for some
students.
-If you were to do this strategy again, would you do more or less statements on
the anticipation guide?
I like how you are flexible with allowing students to share their reaction---it
sounds like to you did a great job facilitating the students discussion.
I thought you chose a great book to use for this strategy. I can imagine that
students would be very interested in the textespecially knowing it was a true
story during the Civil Rights Movement.
This is a powerful strategy when it comes to engagement. Since students already
made an educated guess, they are actively listening to the read-aloud to confirm or
adjust their prediction.

Perhaps let each student have their own copy of the book so they can find the
evidence more easily. For me, this would only be possible in a small group
because I have very few whole class text sets.
This strategy and text could be used as part of a whole Civil Rights Unit!
I liked that you gave students a chance to talk about their predictions before
reading, and why they chose what they did for their predictions.
It sounds like you did a great job modeling - I might not have thought to do that
myself. However by doing that you forced the students to think more about why
they chose their answers.
I also liked that you gave them a chance to discuss their answers with each other
in small groups, and they could talk about their "How do you know?" answers.
I loved how your students answered with how they felt about the answers after
reading - this would be a great column to add in to the anticipation guide,
especially for a subject so controversial!
You could try having students read the text in small groups and fill in the answers
as a group - this would be a great opportunity for discussion and co-operative
work!
Do you think that the number of statements you used was a good number? Would
you use more or less in the future?
Section Eight:
When I originally planned this strategy, I had set up a column for my students to prove
and show how they knew the correct answer after reading. This was where they were
going to cite their evidence as in on pagethe text said. However, as the strategy
went on, I found that my students, being 5
th
grade, could tell me where they found the
answer because I had just read it to them. I decided to make a change and instead had my
students use this column to write their reactions to the answers as we went through the
text. This also helped me see their thinking process. If I did this strategy with the text
again, I would definitely change the purpose of the last column. I would also love to have
more copies of the text for my students to use and read along seeing as it is such a dense
text. This would also allow them to be able to read the pages that I skipped when the
strategy was over. Also, if I had a class set or at least a handful, I think I would like to try
this strategy in a small group setting. This would allow students to work together and
facilitate their learning together after I had modeled the strategy enough so that they
could go off by themselves.