FOR-PD’s Reading Strategy of the Month
Rationale:
Students learn more effectively when they already know something about a content
area and when concepts in that area mean something to them and to their particular
background or culture (Peshkin, 1992; Protheroe & Barsdate, 1992; &
Lee, 1992). When teachers link new information to the student's prior knowledge,
they activate the student's interest and curiosity, and infuse instruction with
a sense of purpose. Prior knowledge is a powerful resource students use to understand
text. Research indicates that students with prior knowledge of particular topics
remember more information than do students with little or no prior knowledge.
(Kujawa and Huske, 1995) Students' use of these strategies is not automatic
or procedural. And when they practice using these strategies, they do not use
a rote set of steps. Instead students learn to use the strategies in methodical
phases in a stop-start fashion before, during, and after reading (Strategic
Teaching and Reading Project, 1995).
Text comprehension can be improved by instruction using specific comprehension strategies (NIFL, 2001). According to the 2000 report of the National Reading Panel, two out of the eight most promising types of instruction that appear to be effective for classroom use in developing comprehension are comprehension monitoring and graphic organizers.
The Anticipation
Guide was developed by J. E. Readence in 1986, and it is normally used with
small group or individual reaction with students in grades 2-12. It is a detailed
activity that uses prediction in order to make a connection to comprehension.
It is a variation of the study guide and is designed to enhance comprehension
by encouraging students to make predictions about concepts to be covered in
the text. It can be used in any subject area when students have some background
and preconceived notions relating to the concepts to be presented. Statements
are created which support and contrast author ideas with student belief systems.
The purpose of the guide is to prepare students to read with specific purposes.
Steps:
Anticipation guides lead to great conversations both before and after a learning activity.
Possible Response Options:
How to Use the
Strategy:
The Anticipation Guide is normally used prior to reading a passage. It can be
used with expository and narrative text. After the students fill out the choices,
discuss for possible correction of misconceptions, prejudices, or simple errors.
Challenge students’ preconceived notions about a subject, author, or idea.
It will cause students to examine their attitudes, knowledge, assumptions and/or
understanding of the given subject.
Make sure you first model how to use the strategy to your students and explain why you chose the Anticipation Guide.
Ideas for Assessment:
Due to the creative/untraditional means of the Anticipation Guide, informal
assessment would more than likely be most appropriate for this activity. Informal
assessment is different from those assessments which we normally give students
(i.e., true/false, matching, essay questions, standardized tests, etc.). They
are "untraditional," (i.e., drawing a picture, making a video of a
particular skill, etc). On many occasions this type of assessing allows students
to create a product rather than coming to a definitive answer. Often times students
work with other classmates to complete.
"Informal assessments, such as performance/ authentic assessments are closely aligned with the curriculum taught and are not designed to separate achievement but rather to give feedback to the students and to the teacher regarding the progress of each individual student in meeting a commonly understood goal or standard. The intent of these assessments is to provide needed assistance to individual students so that 100% of the population meets the goal or standard." (FOR-PD, 2004)
(Click on the graphic above to go to a pdf file of the Anticipation Guide worksheet or go to the html file.)
Samples of Anticipation Guides:
For more
informative links on the Anticipation Guide reading strategy:
http://www.somers.k12.ny.us/intranet/reading/fungi.pdf
- a printable example of an anticipation guide on fungi (PDF: 4k).
http://www.somers.k12.ny.us/intranet/reading/canal.pdf - a printable anticipation guide/questionnaire (PDF: 4k).
http://www.ncrel.org/sdrs/areas/issues/students/learning/lr1anti.htm - a printable anticipation guide on dinosaurs.
http://www.westga.edu/~kidreach/outsiders.html - anticipation guides for the novel The Outsiders.
http://transition.alaska.edu/www/portfolios.html - useful and specific guidelines for using technology to support alterative assessment especially electronic portfolio, within the classroom.
References
Dessert, S., & Johnson, G. (2003). By the Benchmark III. Seminole
County Public Schools.
Florida Online Reading Professional Development. (2004). University of Central Florida, Orlando, FL. Available at: http://www.itrc.ucf.edu/forpd
Havens, L., Maycumber, E., and Santa, C. (l996). Project CRISS. Creating Independence Through Student-owned Strategies. Sec. Ed.
Kujawa, S., & Huske, L. (1995). The Strategic Teaching and Reading Project Guidebook (Rev. ed.). Oak Brook, IL: North Central Regional Educational Laboratory.
National Institute for Literacy. (2001). Put Reading First: The Research Building Blocks for Teaching Children to Read Kindergarten Through Grade 3. Jessup, MD: ED Pubs.
Peshkin, A. (1992). The relationship between culture and curriculum: A many fitting thing. In P.W. Jackson (Ed.), Handbook on Research on Curriculum (pp. 248-267). New York: Macmillan.
Protheroe, N. J., & Barsdate, K. J. (1992, March). Culturally sensitive instruction. Streamlined Seminar, 10(4), 1-4.
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Go to Adobe PDF instruction page. |
Last Updated May 04, 2004
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