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Name: Yanbo Chen

Date: July 2, 2014
EDR 627
Strategy Name: Anticipation Guide
Strategy Source: Reading Rockets
Purpose for Strategy: This strategy is to help students use prior knowledge, hold reading
purposes, and make corrections in their knowledge.
Intended Grade: all grades, in this case first grade ESL students in China
Text & Video Used: (first three paragraphs)
The Lesson
1. Introduction: Tell students that we are going to learn about a special animal.
Provide students with a picture of giant panda and ask them (I tried English first but
that was too hard for them to understand, so I translated the English sentences into
Chinese for them after I say the English version. This worked for the whole teaching
 What’s the name of this animal? Can you say it in English?
 Have you see any of them before?
 Where did you see them?
 What were they doing?
 What else do you know about this animal?
Both the students shouted aloud the name for giant panda in Chinese and I taught
them the English way. Yao Huang (“Yao” for short after this) was saying that he saw
two giant pandas in local zoo. They were eating bamboos. Ting Li (“Ting” for short
after this) said that she did not see the giant pandas in real life, but on TV, she saw
them several times. They were playing with each other. Both of them were saying
giant pandas are China’s “treasure”. They are protected. People cannot hunt or eat
giant pandas.
2. I DO: I show them the Giant Panda Anticipation Guide and tell them that we are
going to read about giant panda. But before that, we will make predictions. I read
the first statement: “Giant panda is the symbol of the World Wildlife Fund”. I said
that since giant pandas are protected and are so special in China, it can be very
possible the symbol of the World Wildlife Fund. So I will put a check mark in front of
that statement.
3. WE DO: Read the second statement to them “There are only 160 Giant pandas living
in the wild”. Then ask their opinions about that statement. Yao said that 160 giant
pandas must be too less. He believed that there were thousands of giant pandas in
the wild. Ting did not agree with him and said that there could be lots of pandas in
the zoo, but in the wild there were only 160 giant pandas. I said both of them had
very good reasons to support their opinions, so just put down a check mark or a
cross in front of that statement.
4. YOU DO WITH MY HELP: I read the rest statements to them, and they should make
predictions if the statements were right or wrong. They could do the work either by
themselves or discuss with others before checking right or wrong. They should
finish all the predictions before reading.
Then, I went through the text with them sentence by sentence, discussed with them
and asked them to record down the correct answers and make comments after
For example, after I read “Giant pandas are identified by their distinctive black and
white coloring. Their ears, muzzle, eyes, shoulders and legs are black while the rest
of their body is white”. I would point to Statement 4 which says “Giant pandas are all
black and white” and ask “Do you think that’s right?” “Why?”
5. YOU DO INDEPENDENTLY: Students would share what they learned about giant
pandas with each other and also ask questions about this animal. Students watched
a related video afterwards to get more visual understandings about giant pandas.

6. Wrap-up: I asked them to tell me three things: one thing they knew about giant
panda and was proved in today’s learning either in text reading or in the video; one
thing they knew, but actually was proved wrong today; and one thing they are still
not sure about.
We also discussed how we could protect giant pandas. Yao said we could establish
more natural habitats for them. Ting agreed with that and added that we should not
hurt giant pandas when we saw them.
I found this strategy successful overall in helping students learn the knowledge by
activating their previous knowledge, creating related questions, and making
corrections. They did not even notice that they were reading and learning. Yao held very
negative learning attitudes. He refused to join in this activity even if that I named it as “a
game” before I invited him. He said that he already had way too much learned at school
and after school. He just needed a break so much. I had to “bribe” him with a pocket-size
car into working with us.
Since both students just started learning English words, they were not even able to say
“red” in English. Now they just had impression of this language and of some letters. I
found it was very hard to read the text in English and require them to understand and
response. Therefore, I immediately adjusted my teaching by giving them Chinese
translations right after I read the English sentences. Doing so made students feel more
confident in learning and it turned out that they made success under this instruction
Besides translating into Chinese version after I spoke English, I also made another
adjustment for those ESL young learners. I helped them make written comments by
asking them to tell me the meanings and copy me writing down the expressions in
For future teaching, I would love to use this strategy again, but I will consider students’
background knowledge first and make adjustments. I might delete comments part for
beginning learners. Also make fewer statements for them. I will always mix some very
simple statements with really confusing ones together.
Here are the samples and the blank form for Giant Panda Anticipation Guide:

Giant Panda Anticipation Guide
Before Statements After Comments
1. Giant panda is the symbol of the World
Wildlife Fund.

2. There are only 160 Giant pandas living in
the wild.

3. Giant pandas are currently bred in the
mountain forests of southwest China.

4. Giant pandas are all black and white.
5. Thick hair keeps giant panda warm in the
cool, wet mountain zones.

6. Giant panda can be as heavy as 200 kg in

7. Female giant pandas are bigger than male
giant pandas.

Peer Feedback:
Feedback from Cassie Koeman:
1. You did a great job activating their prior knowledge! You allowed them to have a really
good conversation about what they knew about Pandas which I thought was great,
especially for first graders!
2. I thought is was really beneficial to the students that you went statement by statement,
sentence by sentence for your students and discussing each point as you went. I needed to
do this with the kindergartners that I worked with too!
3. I am glad that you incorporated a time for sharing with your students. This is such an
important part of this strategy!
1. I wonder if you allowed your students to choose a text with you, if that would have
helped Yao be more motivated to complete this strategy with you?
2. You mentioned deleting the comments part on the anticipation guide. I wonder if you did
delete it, but instead create a anchor chart with your students recording their answers
together. Then they can verbalize what they would like to say, but you are doing the
writing, so not to overwhelm them.
1. I noticed your first statement discussed the World Wildlife Fund. Did your students
know what this was, or did you have to explain what it was to them?
Feedback from Heather Field:
I think choosing Pandas for this strategy was a great idea! Young students really connect
with animals. I love that you included some of the dialogue between you and your students.
I can tell that they were really excited about this lesson before it had really even started!
I like how you ended your lesson with one thing they already knew, one thing that they
thought they knew but wasn’t true, and one thing they wanted to learn more about. What a
great way to have your students reflect! Did you complete this portion of the lesson verbally
or compile a list? I think it might be great to post their learning, misconceptions, and further
questions with sticky notes or something so that they can see all of their hard work. I know
for my students having a visual reminder can help keep them focused and interested.
I LOVED the video! It had great photographs and short sentences about the pandas. The
music was a nice touch too. Videos are a great way to get students “hooked”.
As far as Yao, I think his poor attitude probably stemmed from it being summer like you
said. To inspire him more next time, maybe he could be in charge of choosing the topic? This
would give him some ownership in his learning and hopefully motivate him a little more.
I can understand how translating from English to Chinese would be very difficult for you
and your students for this lesson. You could also incorporate a simple Chinese text about
Pandas too. This would bring their language into the lesson. Then you could introduce some
of the English words as they come up in Chinese.
Do you think you will modify this lesson and try it again with a whole class? I thought it was
a very fun strategy!
Feedback from Bobbe Mills:
1. You did a very nice job explaining your lesson in your plan. I was able to visualize your
2. I love your video, what a great way to introduce your students to new materials.
3. I love how you adapted your lesson on the fly as your students needed more support
with English.
1. I wonder if they would have liked it if they could have heard you read the book at least
once without interruptions.
2. I know you mentioned removing the comments from the sheet, but I like that you have
them. Maybe you could teach that in a different lesson.
1. Have you thought of any ways that you could expand on this lesson with Panda’s
Improvements or Changes I will make:
Overall this strategy is very useful for my students and I will practice this in my whole class
next year. I will start from small group and then apply to the whole class. Students will be
familiar with this strategy before I give them independent task related to this strategy.
I would introduce background knowledge that students do not know but is mentioned in
the statements, like World Wild Fund I have used in my lesson. Or I will simply skip those
seldom visited words and choose well explained statements. The length and numbers of the
statements will be adjusted according to students’ level.
I also like to expand my lesson on the same topic with other reading materials or even other
subjects, such as math. For Giant Panda lesson, I can teach them Chinese language and arts,
and also word problems in math related to pandas.
Considering students’ diverse background in reading performance, I will do a survey ahead
of time, which will briefly ask their interest, their readiness, their prior knowledge level, etc.
By doing so, I can select a text that best engage most students and also at their level