WEBVTT 00:00:00,000 --> 00:00:02,930 [music plays] 00:00:02,930 --> 00:00:09,770 Narrator: The Anticipation-Reaction Guide can support students’ comprehension of material before, during, and after reading. In this 00:00:09,770 --> 00:00:17,710 video, we see how social studies teacher Gerry Ann Garcia and her students use an Anticipation-Reaction Guide before reading to 00:00:17,710 --> 00:00:21,710 activate prior knowledge and beliefs about the topic they have been studying. 00:00:21,710 --> 00:00:25,910 Teacher: Last week, we talked about the Native Americans, and you did various activities with that. 00:00:25,910 --> 00:00:31,770 Narrator: The teacher has also prepared students before reading by previewing key vocabulary from the selected text. 00:00:31,770 --> 00:00:37,670 Teacher: Yesterday, we used the vocabulary instructional routine so that we knew how the words were pronounced and the definitions of 00:00:37,670 --> 00:00:41,170 the words, and so if you need to refer to them they will be there. 00:00:41,170 --> 00:00:45,110 Narrator: The teacher states the focus of the day’s lesson and begins the activity. 00:00:45,110 --> 00:00:51,700 Teacher: Today, we’re going to be looking at using primary source documents to acquire information about Texas. And we’ve been using a 00:00:51,700 --> 00:00:58,180 lot of primary source documents and talking about the importance of them. We’re going to be using the Anticipation-Reaction Guide that 00:00:58,180 --> 00:01:02,460 we have used several times before to look at these statements. 00:01:02,460 --> 00:01:08,860 Narrator: In preparation for the lesson, the teacher has created four Anticipation-Reaction Guide opinion statements drawing from the 00:01:08,860 --> 00:01:15,470 major concepts in the selected text. She’s been careful not to use statements that would prompt students to give a true or false 00:01:15,470 --> 00:01:22,780 response. The goal is to activate students’ prior knowledge about the topic, foster discussion, and help set a purpose for reading the 00:01:22,780 --> 00:01:25,210 primary source documents. 00:01:25,210 --> 00:01:33,680 Teacher: Let’s look at our first statement. “Native people had a lot to fear from European explorers.” I agree with that statement 00:01:33,680 --> 00:01:45,590 because I know that the Europeans brought diseases with them that the native Americans had no resistance to, and so this killed 00:01:45,590 --> 00:01:55,100 thousands of native Americans. We talked about that before, right? I am going to put a checkmark under “agree.” So right now I want you 00:01:55,100 --> 00:02:02,410 all to decide—and you don’t have to have the same opinion I do, because you have your own opinion—so you decide if you agree, and if 00:02:02,410 --> 00:02:07,110 you agree you put a checkmark under “agree.” If you disagree, you put a checkmark under “disagree.” 00:02:07,110 --> 00:02:12,130 Narrator: The teacher gives students time to read the statement and mark their Anticipation-Reaction Guides. 00:02:12,130 --> 00:02:16,700 Teacher: Who’d like to share why they either agree or disagree with this statement? Oscar? 00:02:16,700 --> 00:02:26,340 Oscar: I disagree because there’s probably more native Americans than there are European? So that’s why I disagree. 00:02:26,340 --> 00:02:30,650 Teacher: All right. So there’s only a certain number of Europeans coming over while the Native Americans are already there, and 00:02:30,650 --> 00:02:34,150 there’s a lot of them. All right. Does anyone else want to share? Chris? 00:02:34,150 --> 00:02:37,810 Narrator: The discussion continues. Then the class considers the next statement. 00:02:37,810 --> 00:02:43,160 Teacher: All right, so let’s look at the statement “It would be important for explorers to take gifts with them when visiting new 00:02:43,160 --> 00:02:49,800 lands or attempting to settle in new places.” All right. So you all know how to do this, so I’d like for you to now to decide whether 00:02:49,800 --> 00:02:53,170 you agree or disagree with this statement. 00:02:53,170 --> 00:02:59,440 Narrator: With each statement, the teacher encourages discussion by asking several students to share their thinking. 00:02:59,440 --> 00:03:02,860 Teacher: All right, who would like to share? Roberta? 00:03:02,860 --> 00:03:09,620 Roberta: I would have to agree because it would be important for them to take the gifts. So it would be, like, respecting them, and 00:03:09,620 --> 00:03:14,220 if they were not to take the gifts then they would be, like, insulting them, I guess. 00:03:14,220 --> 00:03:17,150 Teacher: Does anyone disagree with the statement? Yes, sir? 00:03:17,150 --> 00:03:28,700 Student: Because the native Americans were, like, there on their land and then the Europeans came to the land. So the Native 00:03:28,700 --> 00:03:43,220 Americans saw them coming with armor, weapons, and horses. So they’re afraid that they’ll kill more people, and the Europeans were just saying that why should we give them gifts?