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An
anticipation guide consists of a list of statements that are related to the
topic of the text your students will be reading. While some of the statements
may be clearly true or false, a good anticipation guide includes statements that
provoke disagreement and challenge students’ beliefs about the topic. Before
reading the text, students indicate for each statement whether they agree or
disagree with it.
Anticipation guides serve two
primary purposes:
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Elicit
students’ prior knowledge of the topic of the text. |
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Set
a purpose for reading. (Students read to gather evidence that will either
confirm their initial beliefs or cause them to rethink those beliefs.) |
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1. |
Choose a text.
(This strategy works well with most expository texts. It works
particularly well with texts that present ideas that are somewhat
controversial to the readers.) |
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2. |
Write several statements that focus
on the topic of the text. Next to each
statement, provide a place for students to indicate whether they agree or
disagree with the statements. |
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Tips
for writing statements:
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Write statements that focus on the information in the text
that you want your students to think about.
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Write statements that students
can react to without having read the text.
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Write statements for which
information can be identified in the text that supports and/or opposes
each statement. |
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Write statements that challenge
students’ beliefs (Duffelmeyer, 1994).
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Write statements that are
general rather than specific (Duffelmeyer, 1994). |
Duffelmeyer, F. (1994). Effective Anticipation Guide
statements for learning from expository prose. Journal of Reading, 37,
452-455 |
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3. |
Have
students complete the anticipation guide before reading. The guide can
be completed by students individually, or in small groups. Remind students
that they should be prepared to discuss their reactions to the statements
on the anticipation guide after they have completed it. |
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4. |
Have a class discussion before
reading. Encourage students who have
differing viewpoints to debate and defend their positions. |
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5. |
Have students read the text.
Encourage students to write down ideas from the text that either support
their initial reaction to each statement, or cause them to rethink those
reactions. |
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6. |
Have a class discussion after
reading. Ask students if any of them
changed their minds about their positions on each statement. Ask them to
explain why. Encourage them to use information from the text to support
their positions. |
Following is an example of
an anticipation guide that might be used with a text that presents information
about computers
in the workplace.
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Directions:
Read each statement. If you believe that a statement is true, place a
check in the Agree column. If you
believe the statement is false, place a check in the Disagree
column. Be ready to explain your choices.
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Agree
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Disagree
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_____
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1.
The average worker in the United States spends more than 2 hours
a day using computers in the workplace.
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2.
It is OK for companies to monitor its employees’ use of the
Internet.
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3.
Most companies do not expect their new employees to be computer
literate until after the company trains them.
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_____
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_____
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4.
As a result of computers, more employers are allowing employees
to work from home.
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_____
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5.
Health problems that some employees experience as a result of
working at a computer all day should not be a concern of the employer.
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