Anticipation Guide
An anticipation guide is a comprehension strategy that teachers should use before reading with students in multiple subject areas. The guide may consist of a list of true or false statements and key words relating to the text that is going to be read. The students will predict each statement or key words as being true or false to activate their prior knowledge and prepare them for what they are about to read (Moore, D., Moore, S., Cunningham, P., & Cunningham, J., 2011). An anticipation guide also helps to stimulate student interest in the reading topic and set a purpose for reading.
Before a lesson, a teacher should construct an anticipation guide with around six statements about the key ideas in the text and allow the students to determine if the statements are true or false. At the start of the lesson, the teacher should introduce the reading material and model the process of using an anticipation guide. Once students understand the process, allow students to fill in the guide before reading. It is important to place an emphasis on that an anticipation guide is not about right answers, but what they already know to make predictions. After the students read, students should review the anticipation guide to see how their predictions may have changed. This process really helps the student and teacher check for comprehension (Reading Rockets, 2014).
Writing can be a component of an anticipation guide because students have to explain their predictions in writing. Students could also make their own anticipation guides by being required to write their own story with a guide. Teachers could assign students to write a story about an interesting topic and create an anticipation guide for another classmate to complete. This process would allow students to work on comprehension because they would have to think of key events to create a guide and would have to read another student’s story.
If a teacher did not want to assign students to write their own stories, the teacher could have students choose an already created text to create an anticipation guide. This process would really help the teacher to understand if students comprehend the key ideas of the text based on the statements on the guide.
Before a lesson, a teacher should construct an anticipation guide with around six statements about the key ideas in the text and allow the students to determine if the statements are true or false. At the start of the lesson, the teacher should introduce the reading material and model the process of using an anticipation guide. Once students understand the process, allow students to fill in the guide before reading. It is important to place an emphasis on that an anticipation guide is not about right answers, but what they already know to make predictions. After the students read, students should review the anticipation guide to see how their predictions may have changed. This process really helps the student and teacher check for comprehension (Reading Rockets, 2014).
Writing can be a component of an anticipation guide because students have to explain their predictions in writing. Students could also make their own anticipation guides by being required to write their own story with a guide. Teachers could assign students to write a story about an interesting topic and create an anticipation guide for another classmate to complete. This process would allow students to work on comprehension because they would have to think of key events to create a guide and would have to read another student’s story.
If a teacher did not want to assign students to write their own stories, the teacher could have students choose an already created text to create an anticipation guide. This process would really help the teacher to understand if students comprehend the key ideas of the text based on the statements on the guide.
Videos
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The teacher in this video uses an anticipation guide in her classroom. She starts the lesson by introducing an anticipation guide to students and how to fill in the guide. The teacher models the first statement and reads the remaining statements to the students. In between reading each statement, the teacher allows students to make predictions. She engages students in the process by referencing the book they are reading with their prior knowledge to seek their interests. Once students are done with the anticipation guide, the teacher reads the book and refers to the questions on the guide throughout the reading. By referring to the key statements from the guide while reading, the teacher can assess if students comprehend the information (Reading Rockets, 2012).
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In this video, the teacher explains the process and purpose of an anticipation guide. The teacher starts the lesson by having the students complete an anticipation guide by deciding if the statements provided are true or false. Once all of the students are finished, students compare answers with an elbow partner and explain their thinking. Then, the teacher models how to follow the anticipation guide during reading to increase comprehension. Next in the lesson, the teacher allows students to read the assigned text individually and helps students as needed. This is a great strategy to help students stay engaged in reading because they will want to know if their predictions are right. At the end of the lesson, the teacher holds a whole class discussion about the text, based on the statements from the anticipation guide. Overall, this strategy helps the teacher assess if students understand the text based on their answers on the anticipation guide and their whole class discussion (Croyle, J., 2011).
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