Strat Chat #2: Redwoods

Section One: Comprehension Strategy (I.E.P.C): Karen Wood, and Clare Endres strategy is intended to introduce visualization as a way to
comprehend a text that is being read, listened to, or viewed. There are four parts to this strategy which include, Imagine, Elaborate, Predict,
and Confirm which takes students step by step in uncovering a text.

Section Two: 2
nd
grade

Section Three:
Non-Fictional Text: Redwoods
By: Jason Chin
Strategy: Comprehension Strategy: Imagine, Elaborate, Predict, and Confirm
Handout: I. E.P.C handout, webquest visit: http://www.redwood-edventures.org/students-games.php,



Section Four:
Subject: Science Content: Non-Fiction
I Can Statement I can use visualizing to understand a non-fiction text.

Vocabulary Redwood, California, forest, canopy, trunk, predict, non-fiction, and visualize.
HOTS What are some similarities and differences with the trees we have in Michigan and the trees in California?
Lesson/Procedure


Ant Set/Do
Now
Modeled
Guided
Practice
Ind. Practice
Closure

Do Now: Before reading the non-fiction text, Redwoods, students will have the opportunity to explore a website where they
can visit a Redwood Forest and go on a webquest to gain background knowledge, and build visual details.

Modeled: Before I do the read aloud, I will discuss some of the things I learned on my webquest. I will use a volunteer and
model how I want the students to do a TPS about some of the information gathered from the website. Next I will have the
students do a TPS on the rug in partners. After, I will explain to the students that I have never been to California or seen a
Redwood tree, next we would make a tally of friends that have visited California and seen the trees. Most likely students
have not made it out to California yet, so we will use yarn to measure out how big a Redwood Trees trunk actually is in
order to again build visual aids. Next I will explain that good readers pay attention to details, and that our mind is like a
camera and we take pictures of things we want to remember. We will practice by flashing the front cover of Redwoods and
see how many details we can remember. After we complete this I will introduce the story and do a read aloud.

Guided Practice: As we read students will complete each section of the I.E.P. saving the last section C, to be done by
themselves at their tables so they can reflect on the story.

Ind. Practice: Boys and Girls, today we read the non-fiction text, Redwoods, I would like you to look over your Imagine,
Elaborate, and Predict, sections and think back to the story. Lets share out: Did our story happen the way we thought it
would? Were we correct or incorrect? How do you know? Please return to your seats and finish the last portion of our
I.E.P.C by explaining if our predictions were confirmed.

Closure:
Exit Ticket: I learned ________________________________ about Redwood Trees on a sticky note.
How will you
respond to student
learning?
(Tiering)
B- Teacher will assist with writing as they draw pictures and write basic sight words.
O-Students will complete their sentences on their own
A-Students will complete assignment explaining in detail, making references back to the text.
\Formative
Assessment (
Student Checking)
Teacher observation, exit tickets, a completed form of the I.E.P.C. demonstrating comprehension of the non-fiction text, Redwoods
by Jason Chin.

Section Five: You would determine the level of success by reading over their IEPC and having students answer comprehension questions
about the text. After the lesson is complete each student will complete an Exit Ticket which requires them to note at least one fact about
Redwood Trees that they learned from reading the non-fictional text.

Section Six: This strategy was very effective for both members of my group that I taught this lesson to, because I was able to modify for
them. Where one student could draw their prediction and explain it, the other could write in sentences in read it. Both students were able to
communicate and share about the strategy and each borrowed a detail from the other. I was very impressed when one student shouted out
Hey, I was right I knew the graphic organizer had done its job. After I did an Exit Ticket, in which both students wrote down different
take aways, and I was even more impressed by the recall down by the younger of the two students.

Section 7:
From Sara Eilers
3 Compliments
-You did a great job engaging the students by exploring the red wood tree websites before reading the book. This is so important to do since
they arent familiar with those types of trees.
-I like how you allowed the younger student to draw pictures for each response instead of respond with writing. Sometimes you see even
more thinking in their pictures than you do in a short reply.
-Great text choice! It seems like one that engaged the students and one where you could find interesting Internet information. That was a
text I really wanted to check out, but our local library and bookstores do not currently have it.
-Thank you for sharing your thoughts on how strat chat #1 compared to strat chat #2.

2 Suggestions
-I was recently at a conference where the teacher had students record their thinking on an Ipad and then send it to her email account
(Kindergarteners!). This would be helpful if you were in your classroom with many more students. It would also give you more insight into
their thinking, as some might write a short response or draw a picture that would be difficult to interpret on your own.
-Perhaps make a little bit more room on the graphic organizer for writing (they always seem to write big J). This would allow for additional
thoughts without cutting them off.

1 Question
Could you send me this graphic organizer if you get a chance? (saraeilers@yahoo.com)
Ideally, would you use this whole group, small group or have students use it independently?

From Ashlie Szatkowski
Strengths
1. I like how you engaged and hooked your students by showing them the Redwoods via a website.
2. I think it is great that you allowed those who struggle with writing to draw pictures!
3. In your strat chat template, I like how you included the key vocabulary words. These would be great to go over prior to reading the book.


Suggestions
1. For the exit ticket can you have sentence starters or allow students to draw pictures if they struggle getting words down on paper?
2. Instead of you researching and showing about the Redwoods, can the students? Then they can share with the class what they learned.


Question
1. Can you use this strategy with any grade level?



Section 8: I thought that compared to my first Strat Chat experience and this one that the lesson went well. I was disappointed in the
Webquest I chose for the students as a hook or introduction, so I would like to change and find some type of virtual field trip through the
Redwood Forest, or a different webquest that allowed them to explore and discover as opposed to reading a different facts. The students
would also enjoy a video as a hook, because that was one change I made in the spur of the moment and they were very intrigued. I felt that
the objective was cleared from the beginning, the students were engaged, and able to complete the assignment and understand the text
without difficultly. This strategy is great because of the modifications to different grade levels so the 2
nd
and 4
th
grader were able to
comprehend, share skills, and were equally proud of their work. The Exit Ticket worked in favor as well, as they were both able to take
away knowledge and recall specific information from the book which led to the exciting activity done outside. The visual aid really enforced
the enormity of a Redwood Tree! The 4
th
grader even kept the yarn that we measured with to share with his new class. I was very proud of
the students, and cant wait to incorporate this strategy with my kinder friends.