Anticipation Guide

This simple technique stimulates curiosity by asking students to speculate about a topic or question. Students are more likely to retain knowledge about previously uncovered subject matter if they are involved from the onset in a full-class learning experience. The Anticipation Guide is designed to activate students’ knowledge about a topic before reading and provide purpose by serving as a guide for subsequent reading.

Numerous studies have pointed out the efficacy of activating students’ understanding about a topic before they read in order to enhance comprehension. Other ways to promote better comprehension have been suggested. Herber and Nelson (1986) recommended that statements be used in lieu of questions as an initial means to get students more involved in their learning because statements require students only to recognize and respond, while questions require students to produce a response. Producing their own questions and statements, which is a more sophisticated learning behavior than recognition alone, becomes the end goal of such instruction. In addition, Lunstrum (1981) suggested that controversy could be used as motivational technique for reading by arousing students’ curiosity about a topic and getting them to use the text to corroborate their stance on an issue.

An Anticipation Guide serves as a bridge between students’ background knowledge and their beliefs and ideas. Guides are excellent assessment tools, both for pre-reading support and post-reading evaluations because they demonstrate how students are changed as a result of these experiences.

Implementation

1. After choosing the text students will read, analyze the text for critical ideas, key ideas about which students may have background knowledge, and information or issues about which students might have misinformation.

2. Identify four to six statements about key ideas in the text; some true and some false. Select statements that will precipitate discussion around each of the key points. Do not make the statements dependent on reading the passage; rather, create statements around which students can state their opinions without having read the text. The statements should tap into students’ background knowledge.

3. Create the Anticipation Guide worksheet. Include columns after each statement, which can be left blank or can be labeled Yes, or No (Maybe can also be used).

 

• Template 1 (416k PDF)*
• Template 2 (25k PDF)*
• Word .doc (120k)

 

· An additional column can be included for revisiting the guide after the material has been read.

Classroom Management

1. Introduce the text or reading material and share the guide with the students.

 

• Model the process of responding to the statements and marking the columns.

 

2. Read the text aloud or have students read the selection individually.

 

• If reading aloud, teachers should read slowly and stop at places in the text that correspond to each of the statements.
• Do not give immediate feedback.
• Ask the students if they agree or disagree with it. Encourage speculation and wild guessing.

 

3. Bring closure to the reading by revisiting each of the statements.

4. Biology Example: Read each statement and place a check in the ME column if you agree with it and a minus if you do not agree with it.

• Then, read the textbook pages and again use a check or a minus, except place it in the AUTHOR column.
• Compare your opinions with those of the author.
• To tale it further, change all the minus statements in the author column so that they agree with the textbook, and write down the page number where the information was found.