Anticipation Guides are used to activate curiosity and prior knowledge about a topic. Before reading a fiction or non-fiction text, students discuss their ideas and points of view before reading the material. Students respond to a series of questions or statements about the topic. These statements are often written in such a way that students can agree or disagree with them, contextualizing and giving purpose to the text they are about to read.
The teacher identifies the major concepts in the reading.
The teacher creates various statements about the material to be read and incorporates them into the anticipation guide. The number of statements will depend on the proficiency level of the students and the complexity of the material to be read.
Students respond to the statements individually, in small groups, or as a whole class activity.
After reading, students return to the Anticipation Guide to determine whether they have changed their minds after reading the material.
Students look back into the text to find the evidence that supports or negates their predictions.
Anticipation guides can be used before viewing or listening activities such as seeing a movie or listening to an audio recording.
They can be used after instruction to assess how well the students understood the material.
Make sure that the sentences students have to react to on the anticipation guide worksheet are written with simple, easy-to-understand language so that students are focused on the content rather than struggling to understand complicated syntax.
Teachers could select multiple different readings on the same topic (with different levels of difficulty) for students based on their proficiency level.
Anticipation guides can be done orally instead of with reading/writing.
Anticipation guide worksheet that students fill out before they engage in the activity.