Name: Ashlie Szatkowski

Date: 7/27/14
EDR 627
Section One: The strategy used for this lesson is I See..I Wonder...I Know. I used the
nonfiction text Oil Spill! Disaster in the Gulf of Mexico by Elaine Landau. The purpose
for this strategy is to activate prior knowledge and to increase the students curiosity
about a specific topic by using the texts illustrations and headings. It also gives the
students an opportunity to record what they learned after they have read the text.
Section Two: This lesson is intended for 3
rd
grade however the strategy can be used with
any grade level.
Section Three: Materials Needed:
Oil Spill! Disaster in the Gulf of Mexico by Elaine Landau
I SeeI WonderI Know handout
National Geographic Kids Polar Bears by Laura Marsh
Section Four:
1. Your introduction to the lesson
Today we are going to be starting a new science unit! You are going to be a
scientist who is studying the different kinds of pollution. There are 3 kinds of
pollution that we will learn about in third grade; land, water, and air. I want you to
take a minute and think in your heads about the word pollution. Now, we are
going to take your ideas and create a web. So tell me, what are some things that
you know about it or have heard or seen?
o The teacher will write down the ideas for the students to see. The answers
can be right or wrong at this point.
2. How you will activate background knowledge or provided it
o After the students had an idea of where the unit was going, I gave some
additional background information about pollution. We connected as
much of it as we could to their own personal experiences and what they
have observed in their own communities.
o I reminded students that there are different types of pollution. We have air
pollution which is smoke from buildings and cars, land pollution which is
liter and garbage on the ground and water pollution which is garbage and
other substances that dont belong in the water.
Has anyone ever seen any of these types of pollution before? What did you see
and where?
o The teacher gave the students a few minutes to share their own personal
experiences with pollution and where they have seen it before.
You had great ideas about pollution and already know so much about it.
Today I am going to teach you a new reading strategy that good readers use. This
strategy is called I SeeI WonderI Know and it is so much fun!
3. Modeling (what do you do to provide for modeling? Be specific; share
examples of your modeling)
Have you ever completed I SeeI WonderI Know before?
o Great! Then I am so excited to share with you one of my favorite
activities.
Every I SeeI WonderI Know has 3 columns. Each column has a title. It will
either say I See, I Wonder, or I Know. Then it has blank boxes under each column
for you to fill in the information.
Your job when completing I SeeI WonderI Know is to use the different text
features in the text to help you understand the information. We want to focus on
the illustrations and headings superficially and pose what we see, what we wonder
about the illustration or heading, and what we learned after we read the
information.
Do you have any questions so far? Alright, now I am going to model for you how
to complete one. Watch and listen carefully to what I am doing.
Alright, first I am going to look at the cover of my book so I can get an idea of
what the book might be about. Then I am going to turn the page and only look at
the illustrations and headings. I see on this page a polar bear that is swimming in
what looks like an aquarium. I am going to write that information down in the I
See column.
Now, I need to figure out what I wonder about this picture. So I am thinking in
my brain of a question that I still have about it. I wonder if he is the only polar
bear in the aquarium and if the children are on a field trip. I am going to write that
down under the I Wonder column.
The next column says I Know. This is the information we are going to write
down after we read the words around the illustration. So the words are telling me
that the polar bear is in a zoo and he is biggest meat-eater on land. I am going to
write that down in the I Know column. I now know that the polar bear is not in
an aquarium and that he is in a zoo!
Now that I have filled in all three columns for one illustration, I can move onto
another and do the exact same thing.
o After the teacher has completed modeling, the students will complete the I
SeeI WonderI Know individually (would complete in partners if with
my class).d
4. How you will transition students to independent practice (gradual release)
Prior to having the students work independently on I SeeI WonderI Know, I
would have students work with a partner a couple of times. This will allow my
English Language Learners to fully grasp the concept before attempting it
individually. I would also work with a small group with those students who need
additional support. We would complete the graphic organizer together in a small
group.
Now it is your turn to try it. Do you think you are ready? Are there any questions
before we begin? Perfect!
o The teacher will pass out a copy of Oil Spill! Disaster in the Gulf of
Mexico and I SeeI WonderI Know graphic organizer.
When you get your graphic organizer, you can go ahead and begin. Remember to
only look at the illustrations and headings and then go back and read the
information to fill in the I Know column.
5. Lesson wrap-up
Now that you have had time to complete your graphic organizer, I want to hear
your ideas! So go ahead and share what you wrote.
o Allow time for students to share. This will allow students to draw their
attention to illustrations and headings that they didnt look at. It also gives
students a chance to head other questions students may have and what they
may notice in the picture. It sets a purpose for their reading.
Now that you have had time to share, tomorrow we are going to read through the
text. We will also be able to discuss and compare and contrast what we noticed in
the illustrations and headings and what is actually going on in them.
You did a fantastic job today!
Section Five:
Overall, I think this strategy can be very effective with a classroom of students. I know it
will especially be beneficial to my English Language Learners where activating
background knowledge on a KWL chart is often times very difficult. The level of success
for students is measured when you can see if they were able to complete the I SeeI
WonderI Know with predictions and then actual information from the text for the I
Know column. Since the students are focusing on the illustrations and headings, they are
activating all their prior knowledge about the illustrations and we as teachers want to see
what they already know! It also allows them to create questions and then locate answers
within the text. Once the teacher sees that students are completing the graphic organizer
correctly and with accuracy, students can move from working with a partner to
individually. If students are still struggling with the strategy, then working with a student
who understands would be an option or creating a small group that could work with the
teacher.
Section Six:
I completed this strategy with two twin boys who are going into 3rd grade. I picked
content that they will be learning in 3rd grade along with a topic that they may already
know information about. I felt this strategy worked really well for them. At first one of
the boys was just writing down anything he wanted in the I Wonder column. I had to
remind both of them a few times that the I Wonder had to match up with the I See. I
like how this strategy really allows students to focus on illustrations and headings, and
then pose questions that they have about them. It is even better that they are required to
go back in the text to locate the answer to their questions. It is an easy way to get the
students activating their background knowledge and getting them interested in the text.
This strategy also provides a purpose for their reading.
Section Seven:
Peer Feedback #1
3 Compliments
-Great book choice to go along with the strategy. I bet there are so many current event
articles online that students could use to dig deeper! I can imagine that by looking at the
pictures in the book, it would trigger many different wonders.
-It seems like you did a great job modeling and nudging the students along as they used
this strategy
-I like how you integrated this lesson into a whole science unit on pollution!
2 Suggestions
-Perhaps adjust the graphic organizer so students have more room to record what they
see, know, wonder.
-One other suggestion for the graphic organizer is to limit the number of rows so students
who are new to the strategy can do a few see, know, wonders really well.
1 Question
Did you feel like it was helpful to model the strategy with a different book the kids used,
or next time would you use the text they're going to use?
Sara Eilers
Peer Feedback #2
Questions:
1. How would you modify this for students below grade level or your ELL student
2. Ideally what would be the goal amount of knowledge, or
vocabulary you would want the students to gain?
Positives:
1. I enjoyed how you made connections to other texts you have read.
2. You building prior knowledge on pollution before introducing the
text shows that you understand the needs of your students.
3. Your lesson plan layout is user friendly, and easy to understand, I
could come into your classroom and understand the goal of the
assignment no problem.
Suggestions:
1. I might suggest modifying the graphic organizer for space for those friends that have
big handwriting
2. You mentioned having a large number of ELL students in your class, would you
consider using this in small group for a stronger response?
Jennifer Smith

Section Eight:

After I taught the lesson and read through my peers feedback, I had a chance to self-
reflect. To begin, I would stress the fact that all three (I see, I wonder, and I know) must
go together and make sense with the story. I would even give an example of a good I
seeI wonderI know and see if the students can tell me if I did a good or bad job. I
would also show them what it looks like to not have one of them make sense. I like how
Jennifer questioned if I would modify this strategy for students below level. I thought
about it and not really sure how I could do that. Maybe instead of having them all write
words and phrases, if they couldnt you could have them draw pictures instead. Both of
my peers made note about using a text that the students were already familiar with. I like
doing this because first I know they have already heard the text before so they wont be
so engaged in the pictures and words and they will be more focused on the strategy itself.
With a new text, I find that my students are so engaged that they often times forget why
we are reading it and are less likely to focus on me modeling the strategy. Both of my
peers also mentioned making the graphic organizer spaces a little bigger for those
students who write bigger. I would maybe even put lines in for those who struggle even
more. Sara also suggested on limiting the amount of rows that the graphic organizer had.
I noticed that one of the students was struggling a bit so I told him he only needed to
complete 5 of the 7 rows. I would maybe have different organizers with different amount
of rows for those students who need a little more time to complete less.