A Pre-Post Reading Strategy
Peggy Altoff paltoff@msn.com
paltoff 8-06

• acquire information about the strategy
• examine and critique examples
• apply information by developing statements for an Anticipation Guide paltoff 8-06

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What is an
Anticipation
Guide?
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How can it be used to help students unlock prior knowledge of content? paltoff 8-06

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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Prediction Guide
Anticipation Prediction Guide
Anticipation/Reaction Guide paltoff 8-06

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 text’s ____ 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 Guide continued
____ 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 text’s ____ 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 Guide continued
____ 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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Activate students' prior knowledge.
Assess students' prior understanding of a topic.
Motivate students to read by stimulating their interest in a topic.
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Promote active reading.
Foster critical thinking.
Identify misperceptions students have.
http://www.ascd.org/video_guides/read ing02/handouts/handout7.html
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Suggested Grades: 2+
 ask your students to write down whether they agree or disagree with the statements and why
 for the Cinderella story
1.
You can fall in love after one meeting.
2.
3.
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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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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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. paltoff 8-06

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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.
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Do not write simple, literal statements that can be easily answered.
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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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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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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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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 people’s fear and mistrust.
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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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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 people’s 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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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 to 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).
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http://www.sreb.org/programs/hstw/publications/site-guides/01V23_Instructional_Strategies.pdf
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Unit III Discovering the Obvious
Lesson 3 The Family, Activity 1 Naming Traditions http://www.louisianavoices.org/Unit3/edu_unit3_anticipation.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.
_____ paltoff 8-06

http://www.successfulpractices.org/files/79/Strategic%20Reading%20excerpts%2Epdf paltoff 8-06

Anticipation Guide: A Rationale for
Teaching Reading in Science http://www.mcrel.org/pbs/tris/tris%5Fcontent/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

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Read the article on gas prices.
Prepare one or two statements that could be used as part of an AG
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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.
BEFORE
STATEMENT
Gas consumption is expected to decrease in the future.
A severe gas shortage would cripple the United States.
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AFTER

HOW GAS PRICES WORK…
Higher demand for gasoline usually leads to lower prices.
Taxes make up a bigger portion of the price for gas than refinement costs.
World events, wars and weather can have an impact on the price of gas.
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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 text’s ____ most important concepts.
____ 2. Seven to ten statements should be ____ written that support or challenge student beliefs/knowledge/experience.
paltoff 8-06

Anticipation/Reaction Guide continued
____ 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.
paltoff 8-06


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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
Irvin, Judith. Reading Strategies for the Social
Studies Classroom. Austin, TX: Holt, Rinehart and
Winston. n.d.
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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 Writing—Content Area Strategies. Portsmouth,

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 http://www.indiana.edu/%7el517/anticipation_guid es.htm
http://www.ascd.org/video_guides/reading02/hand outs/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/si te-guides/01V23_Instructional_Strategies.pdf (mathp. 20) http://www.readwritethink.org/lessons/lesson_view.
asp?id=226 paltoff 8-06

• acquire information about the strategy
• examine and critique examples
• apply information by developing statements for an Anticipation Guide paltoff 8-06