Anticipation Guides

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Anticipation Guides

• A Pre-Post Reading Strategy
• Peggy Altoff
• paltoff_at_msn.com

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AGs Objectives

• acquire information about the strategy
• examine and critique examples
• apply information by developing statements for
  an Anticipation Guide

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A Pre-Post Reading Strategy

• What is an Anticipation Guide?
• How can it be used to help students unlock prior
  knowledge of content?

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Prior Knowledge

• A composite of who we are and what we know about
  content and about strategies we have learned from
  both our academic and everyday experiences.

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Anticipation Guides

• Prediction Guide
• Anticipation Prediction Guide
• Anticipation/Reaction Guide

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Anticipation/Reaction Guide

• Directions On the line before each statement,
  indicate whether you agree or disagree with what
  it says. Be prepared to explain the reasons for
  your response.
• ____ 1. A guide should focus on the texts
  ____
• most important concepts.
• ____ 2. Seven to ten statements should be ____
• written that support or challenge
• student beliefs/knowledge/experience.

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Anticipation/Reaction Guidecontinued

• ____ 3. Students read, react and discuss
  ____
• statements before and after
• reading the selection.
• ____ 4. AGs are useful in helping teachers
  ____
• identify misconceptions of students
• that can then be corrected prior
• to reading.
• ____ 5. AGs are just another way of doing ____
• True/False statements.

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Anticipation/Reaction Guide

• Directions On the line before each statement,
  indicate whether you agree or disagree with what
  it says. Be prepared to explain the reasons for
  your response.
• ____ 1. A guide should focus on the texts
  ____
• most important concepts.
• ____ 2. Seven to ten statements should be ____
• written that support or challenge
• student beliefs/knowledge/experience.

9
Anticipation/Reaction Guidecontinued

• ____ 3. Students read, react and discuss
  ____
• statements before and after
• reading the selection.
• ____ 4. AGs are useful in helping teachers
  ____
• identify misconceptions of students
• that can then be corrected prior
• to reading.
• ____ 5. AGs are just another way of doing ____
• True/False statements.

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Why is it used? To

• Activate students' prior knowledge.
• Assess students' prior understanding of a topic.
• Motivate students to read by stimulating their
  interest in a topic.

• Promote active reading.
• Foster critical thinking.
• Identify misperceptions students have.
• http//www.ascd.org/video_guides/reading02/handout
  s/handout7.html

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When is it used

• Suggested Grades 2
• ask your students to write down whether they
  agree or disagree with the statements and why
• for the Cinderella story
• You can fall in love after one meeting.
• Those who suffer will triumph in the end.
• It's sometimes okay to disobey your parents, even
  if they are a step parent.
• http//www.canteach.ca/elementary/novel38.html

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How To Use

• Identify the major concepts you want students to
  learn from the reading.
• Determine ways these concepts might support or
  challenge students beliefs.

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How To Use 2

• Create four to six statements that support or
  challenge students beliefs and experiences about
  the topic under study. The statements can address
  important points, major concepts, controversial
  issues, or misconceptions.

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How To Use 3

• Share the guide with students. Ask students to
  react to each statement to formulate a response
  to it, and be prepared to defend their positions.
  
• Do not write simple, literal statements that can
  be easily answered.

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How To Use 4

• Discuss each statement with the class.
• Ask how many students agreed or disagreed with
  each statement. Ask one student from each side
  of the issue to explain his/her response.
• Have students read the selection with the purpose
  of finding evidence that supports or disconfirms
  their responses on the guide.

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How To Use 5

• After students finish reading the selection, have
  them confirm their original responses, revise
  them, or decide what additional information is
  needed. Students may be encouraged to rewrite
  any statement that was not correct in a way to
  make it correct.
• Lead a discussion on what students learned from
  their reading.

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Does this example follow the guidelines? McREL

• Directions On the line before each statement,
  indicate whether you agree or disagree with what
  it says. Be prepared to explain the reasons for
  your response.
• ____ The Ku Klux Klan (KKK) was founded ____
• in the 1900s.
• ____ The KKK has terrorized not only
  ____
• African Americans, but Jews, Catholics,
• and union organizers.
• ____ A number of high-ranking politicians ____
• have been members of the KKK.

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Does this example follow the guidelines? McREL

• ___ Any group, even the Klan, should be ____
• allowed to voice its beliefs through
• meetings, publications, and protest
• marches.
• ____ Groups such as the Klan become ____
• more powerful because they appeal
• to peoples fear and mistrust.

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Does this example follow the guidelines? McREL

• Directions On the line before each statement,
  indicate whether you agree or disagree with what
  it says. Be prepared to explain the reasons for
  your response.
• ____ The Ku Klux Klan (KKK) was founded ____
• in the 1900s.
• ____ The KKK has terrorized not only
  ____
• African Americans, but Jews, Catholics,
• and union organizers.
• ____ A number of high-ranking politicians ____
• have been members of the KKK.

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Does this example follow the guidelines? McREL

• ___ Any group, even the Klan, should be ____
• allowed to voice its beliefs through
• meetings, publications, and protest
• marches.
• ____ Groups such as the Klan become ____
• more powerful because they appeal
• to peoples fear and mistrust.

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African Journeys Anticipation
Guide  Directions On the line before each
statement, indicate whether you agree or disagree
with what it says. Be prepared to explain the
reasons for your response.    _____ 1. Africans
seldom traveled beyond the shores of the
_____ continent before the beginning of the
slave trade.    _____ 2. Africans who were
enslaved sometimes returned _____ to
their homes on the continent after they were
freed.    _____ 3. During the course of history,
from 250 BCE to _____ the
present, Africans have traveled to every
continent except Antarctica.   _____ 4.
Approximately 100 million Africans or people
_____ of African descent live in the
Americas today.
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Teaching Tips

• Write statements that focus on the information in
  the text that you want your students to think
  about.

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Teaching Tips

• Write statements that students can react to
  without having to read the text.
• Write statements for which information can be
  identified in the text that supports and/or
  opposes each statement.

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Teaching Tips

• Write statements that challenge students beliefs
  (Duffelmeyer, 1994).
• Write statements that are general rather than
  specific (Duffelmeyer, 1994). 

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http//www.sreb.org/programs/hstw/publications/sit
e-guides/01V23_Instructional_Strategies.pdf
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Unit III Discovering the ObviousLesson 3 The
Family, Activity 1 Naming Traditions
http//www.louisianavoices.org/Unit3/edu_unit3_an
ticipation.html
Anticipation Guide -- Naming Traditions   Show
that you agree or disagree with each statement by
marking an X in the correct column. Then write a
comment about the statement in the blank space.
You may add questions and statements as the
lesson progresses. Agree   Disagree _____     ____
_   1. Names tell a lot about people, places, and
things.     _____     _____   2. All cultural
groups have the same naming traditions.     _____ 
    _____   3. Some French-speaking people have
Anglo or German names.     _____     _____   4.
Some families create new, unique names for their
children.     _____     _____   5. Each family
passes on and creates its own unique
folklore.     _____     _____   6. Family
traditions contribute to local culture and
history.  
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Social Studies
http//www.successfulpractices.org/files/79/Strate
gic20Reading20excerpts2Epdf
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Anticipation Guide A Rationale for Teaching
Reading in Sciencehttp//www.mcrel.org/pbs/tris/t
ris5Fcontent/docs/ant_guide_rationale.rtf

•  Directions In the column labeled me, place a
  check next to any statement with which you agree.
  After reading the chapter A Rationale for
  Teaching Reading in Science, compare your
  opinions on those statements with information
  contained in the text.
• Me Rationale
• _____ _____ 1. Science teachers are generally
  pleased with the textbooks they use.
•  
• _____ _____ 2. When students do science they
  are more
• engaged.
• _____ _____ 3. The same skills that make good
  scientists also make good
  readers.
• _____ _____ 4. Teachers should use a variety
  of
  strategies to address content in depth.

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Assignment

• Read the article on gas prices.
• Prepare one or two statements that could be used
  as part of an AG

• Form triads.
• Share statements and critique based on info
  presented.
• Choose the best statement to present to the group.

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HOW GAS PRICES WORK  Directions Study each
statement in the center column. BEFORE you read
any information related to the topic above, write
AGREE or DISAGREE in the BEFORE column. At the
direction of your teacher, your will complete the
AFTER column at the conclusion of the lesson.
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HOW GAS PRICES WORK
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Anticipation/Reaction Guide

• Directions On the line before each statement,
  indicate whether you agree or disagree with what
  it says. Be prepared to explain the reasons for
  your response.
• ____ 1. A guide should focus on the texts
  ____
• most important concepts.
• ____ 2. Seven to ten statements should be ____
• written that support or challenge
• student beliefs/knowledge/experience.

33
Anticipation/Reaction Guidecontinued

• ____ 3. Students read, react and discuss
  ____
• statements before and after
• reading the selection.
• ____ 4. AGs are useful in helping teachers
  ____
• identify misconceptions of students
• that can then be corrected prior
• to reading.
• ____ 5. AGs are just another way of doing ____
• True/False statements.

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Bibliography

•  
• Beers, Sue and Howelll, Lou. Reading Strategies
  for the Content Areas. Alexandria, VA ASCD.
  2003
• Billmeyer, Rachel and Barton, Mary Lee. Teaching
  Reading in the Content Areas. Aurora, CO. McREL.
  1998.
• Doty, Jane K., et. al. Teaching Reading in the
  Social Studies. Aurora, CO McRel. 2003.

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Bibliography

• Irvin, Judith. Reading Strategies for the Social
  Studies Classroom. Austin, TX Holt, Rinehart
  and Winston. n.d.
•  
• Ogle, Donna M. and McBride, William L. Reading
  Tool Kit for Social Studies. Evanston, IL
  McDougell Littell. n.d. (Note separate volume
  for each secondary text, e.g. The Americans,
  Modern World History)
•  
• Schoenbach, Ruth, et. al. Reading for
  Understanding. San Francisco, CA Jossey-Bass
  Publishers. 1999.
• Topping, Donna and McManus, Roberta. Real
  Reading, Real WritingContent Area Strategies.
  Portsmouth, NH Heinemann. 2002.

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Web Sites

• http//www.indiana.edu/7el517/anticipation_guides
  .htm
• http//www.ascd.org/video_guides/reading02/handout
  s/handout7.html
• http//www.ncrel.org/sdrs/areas/issues/students/le
  arning/lr1anti.htm
• http//projectile.plasmalink.com/guidesheet.html
• http//www.sreb.org/programs/hstw/publications/sit
  e-guides/01V23_Instructional_Strategies.pdf
  (math-p. 20)
• http//www.readwritethink.org/lessons/lesson_view.
  asp?id226

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AGs Objectives

• acquire information about the strategy
• examine and critique examples
• apply information by developing statements for
  an Anticipation Guide