Anticipation Guides

Anticipation Guides

Definition: A worksheet or form which asks the students to think about what will be taught in the upcoming unit or reading. The students will be asked to answer questions (often true/false or agree/disagree) based on their own prior knowledge or their ability to make educated guesses.

Purposes:
  • To identify misconceptions
  • To activate prior knowledge
  • To assess differentiation needs
  • To highlight future concepts
  • To highlight future vocabulary

 Example A:
Part I

Directions.  Read each statement.  If you agree with the statement, put a check in the Agree column.  If you don’t agree with the statement, put a check in the Disagree column.  Discuss your answers with a partner. The teacher will be asking the class before reading the story how the class as a whole marked their papers.

  Agree    Disagree

1. _____      _____ The lowest point of the Great Depression occurred during  the 1920s.

2. _____     _____ The “flapper” was an airplane part of Charles Lindbergh used to make his plan fly across the Atlantic Ocean during this decade.

3. _____     _____ A “speakeasy” was a place where people went to use a newly-invented telephone system.

4. _____     _____ The 1920s have long been remembered as an era of change.

5. _____     _____ The word “cataclysmic” means far-reaching and expanding.

6. _____     _____ Charles Lindbergh, a hero of this time, is known for his solo flight from Paris to New York.

7. _____     _____ “Bootleggers” were cowboys and farmers who kept America stable and secure.   



Anticipation guides may be used similarly to a pre-test/post-test to review their student learning. ELL students can benefit from this as a way to preview or pre-teach vocabulary. Once the key terms are established, the focus can move on to seeing the words in context as a way to confirm or correct the students' original beliefs.

These materials can be matched up with other handouts to practice particular skills, such as finding supporting evidence (as seen below) or student reflection on responding to the unknown.

The anticipation guide can also work as a talking point for the whole class or small group discussion.

Example B:

 Part II

Directions.  Now you will read the article, “The Restless Decade,” which contains information related to each of the statements in Part I.  If you find information in the article that supports your response in Part I, put a check in the Support column; in the In Your Own Words column, write a summary of the information you found to support your response.  If you find information that disproves your response, put a check in the No Support column, and summarize the correct information. You should have seven true statements in the In Your Own Words column when you have finished.

Support  No Support               In Your Own Words

_____   _____ 1. ____________________________________________________

_____   _____ 2. ____________________________________________________

_____   _____ 3. ____________________________________________________

_____   _____ 4. ____________________________________________________

_____   _____ 5. ____________________________________________________

_____   _____ 6. ____________________________________________________

_____   _____ 7. ____________________________________________________



*Examples from: Annotated Examples of Strategies, Baylor University, https://www.baylor.edu/content/services/document.php/69291.doc (Future posts may include this source.)

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