This strategy can be very useful as a pre-reading strategy because it gives students a moment to activate background knowledge. The strategy also sets a purpose for learning by giving a list of statements that the students know they will encounter in the text and be required to learn about.Using a reaction/anticipation guide can be a good assessment tool for teachers to judge the amount of knowledge students have about a topic.Also, it can serve as a progress monitor for students when they fill in the “after reading” section of the anticipation guide.
Courses in which it could be implemented:
This strategy is most useful in both science and social studies.The Scott-Foresman science textbook series has an anticipation guide blackline for each lesson. Diverse learners:
This can be especially helpful for struggling readers who cannot identify main ideas in a text.The “before” reading section can help activate background knowledge and set a purpose for reading. Then the “after” reading section can help identify what ideas are most important to remember and can also help reflect upon learning.
Procedure:
1. The teacher creates a sheet with a variety of statements which students must agree or disagree with before reading a piece of text. Students may also put “I don’t know”.
2. The teacher uses the anticipation guide to stimulate conversation and interest in the lesson. Students predict what they think the correct answers are, and if they know the answer, defend their position.
3. Students read the text. Afterward they respond again to the statements in the anticipation guide. They also find evident to support their answer.
4. The teacher brings the class together to discuss each statement, clarify information, and expand on the statements.
5. Teachers may also include a separate reflection of the activity. (
Kozen, A., Murray, R., & Windell, I. (2006, March 1). Increasing All Students' Chance to Achieve: Using and Adapting Anticipation Guides with Middle School Learners. Intervention in School and Clinic, 41(4), 195-200. (ERIC Document Reproduction Service No. EJ757865) Retrieved April 19, 2009, from ERIC database.
Rationale:
This strategy can be very useful as a pre-reading strategy because it gives students a moment to activate background knowledge. The strategy also sets a purpose for learning by giving a list of statements that the students know they will encounter in the text and be required to learn about. Using a reaction/anticipation guide can be a good assessment tool for teachers to judge the amount of knowledge students have about a topic. Also, it can serve as a progress monitor for students when they fill in the “after reading” section of the anticipation guide.Courses in which it could be implemented:
This strategy is most useful in both science and social studies. The Scott-Foresman science textbook series has an anticipation guide blackline for each lesson.Diverse learners:
This can be especially helpful for struggling readers who cannot identify main ideas in a text. The “before” reading section can help activate background knowledge and set a purpose for reading. Then the “after” reading section can help identify what ideas are most important to remember and can also help reflect upon learning.
Procedure:
1. The teacher creates a sheet with a variety of statements which students must agree or disagree with before reading a piece of text. Students may also put “I don’t know”.2. The teacher uses the anticipation guide to stimulate conversation and interest in the lesson. Students predict what they think the correct answers are, and if they know the answer, defend their position.
3. Students read the text. Afterward they respond again to the statements in the anticipation guide. They also find evident to support their answer.
4. The teacher brings the class together to discuss each statement, clarify information, and expand on the statements.
5. Teachers may also include a separate reflection of the activity. (
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Potential Issues:
-Plan for text to be read to student
-Have more visual or audio components to accompany text
-Use with a guided reading group
References: