Level of Expertise: 5
What is the strategy?
The Anticipation Guide focuses students attention to specific areas of the text. This strategy also encourages intrinsic motivation in students by allowing them to make predictions about the validity of statements regarding the text and requiring them to check their answers once they have finished reading (Billmeyer & Barton, 1998).
Why use this strategy?
This strategy will be used pre, during and after-reading strategy for the text (pp. 16-22). As a pre-reading activity, students will be given the opportunity to predict whether statements about “Math Compensation” are true or false. During reading, students will read to determine whether their prediction was correct. After reading, students will determine whether the text believes the statements to be true or false.
How does it work?
1. I will have created an Anticipation Guide for page 16 of the math text (Charles, Branch-Boyd, Illingworth, Mills, Reeves, & Thompson, 2004). Areas I will want to focus the students’ attention will be: adding and subtracting decimals using compensation as well as adding and subtracting numbers using whole numbers.
2. I will create five sentences in which I determine as key concepts for this chapter.
3. Students read the statements and predict whether it is true or false. If they think it is true, they will place a check in the column labeled “me.”
4. As a whole class, they discusses their opinions of why they chose the predictions they chose.
5. Students read the text. As they read, they must find where in the text the information from the anticipation guide is explained.
6. Once they have finished the text, students will determine whether the text claims the information to be true or false. If the statement is false, students are asked to change it into a valid statement.
Sources Referenced: Charles, Branch-Boyd, Illingworth, Mills, Reeves, & Thompson, 2004; Billmeyer & Barton, 1998
What does it look like?
See printed copy
