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Literacy Training Fall 2020

 

 

Anticipation Reaction Guides

What: Anticipation Reaction Guides (AR Guides) are advanced organizers that are used before, during, and after reading. The teacher creates a set of opinion statements to activate student background knowledge before they read, to identify textual evidence related to the statements while they are reading, and to reconsider their opinions in the light of textual evidence after reading.

Why: AR Guides support comprehension of complex text and use of textual evidence. They have been proven to be an effective tool with middle school students across content areas and when used in classroom, intervention, and special education settings (Duffelmeyer 1994; Kozen, Murray, and Windell 2006).

How: CALI Reads participants will learn how implement Anticipation Reaction Guides through the online training module via CALI Learns.

Who: The Training Program is available for CALI Reads Participants in fall 2020. The Training Program will be made free to the public the following semester through the CALI Reads Learning Library.

When: Fall 2020

 

Anticipation Reaction Template

AR Guide Template

 

digiCOACH Walkthrough Tool

ARG Walkthrough Tool digiCOACH Edition

Use the Anticipation Reaction Guide Walkthrough Tool during classroom walkthroughs to:

  • Identify key instructional Look-Fors important to Anticipation Reaction Guide instruction
  • Give formative teacher feedback and help instructional refinement
  • Guide productive coaching conversations
  • Inform additional training needs

This tool is available in paper form by downloading the pdf or digitally through the digiCOACH app - free to CALI Reads participants.

 

Available digitally through the digiCOACH app - free to CALI Reads participants.

  1. Print a copy of the AR Guides Look Fors here.
  2. Print a copy of the AR Guides Feedback Statements here.
  3. Use the Anticipation Reaction Guide Walkthrough Tool during classroom walkthroughs to:
    • Identify key instructional Look-Fors important to AR Guides instruction
    • Give formative teacher feedback and help instructional refinement
    • Guide productive coaching conversations
    • Inform additional training needs

 

 

Resources

Module Resources

Download AR Guide Module Resources

  • AR Guide Template.pdf
  • AR Guide Template.docx
  • AR Guide Zoo Lesson PPT.pptx
  • AR Guide Zoos Module Example.pdf
  • AR Guide Zoos Student Example.pdf
  • digiCOACH walkthrough Look Fors.pdf
  • digiCOACH walkthrough Feedback.pdf
  • Reading Scaffolds.pdf
  • Student Work Rubric.pdf
  • Vocabulary Map Template.pdf

Remote Learning Supports

 

Other Related Resources

 

 

References

Anticipation guides were introduced by Herber (1978) as a strategy for activating students' prior knowledge of a subject before reading by having students identify whether they agree or disagree with a set of teacher-generated statements related to the reading. Since that time, others have enhanced Anticipation Reaction Guides (AR Guides) to include during and after reading components that prompt students to reassess their initial thinking and provide evidence from the text that supports or refutes their initial opinion (Duffelmeyer 1994; Kozen, Murray, and Windell 2006). Pegg, J., & Adams, A. (2012)

Adams, A. E., Pegg, J., & Case, M. (2015). Anticipation guides: Reading for mathematics understanding. The Mathematics Teacher, 108(7), 498-504. http://drjimo.net/wp-content/uploads/2015/03/mt2015-03-498aReadingArticle.pdf

Abstract: With the acceptance by many states of the Common Core State Standards for Mathematics, new emphasis is being placed on students' ability to engage in mathematical practices such as understanding problems (including word problems), reading and critiquing arguments …

 

Duffelmeyer, F. (1994). Effective Anticipation Guide statements for learning from expository prose. Journal of Reading, 37, 452-455.

Abstract: Effective Anticipation guides are only as effective as the statements composing them. Here are guidelines for writing statements plus examples of ineffective and effective Statements.

 

Fenty, N. S. (2019). Using Anticipation Guides to Support Comprehension of Science Informational Text. Intervention in School and Clinic, 54(3), 141-148.

Abstract: Students with learning disabilities (LD) in reading often struggle to succeed due to difficulties with reading comprehension. Comprehension difficulties can impact access to a variety of text types, including informational texts. Researchers suggest that students with LD in reading require explicit comprehension supports before, during, and after reading. This article outlines the use of a comprehension tool, anticipation guides (AGs), a type of advance organizer especially suited for use with informational text. A brief summary of the literature surrounding the use of advance organizers in elementary settings is provided. General steps for planning and adapting instruction using AGs are also included. In addition, planning and instructional steps are contextualized using a science illustration.

 

Head, M. H., and Readence, J. E. (1992). Anticipation guides: Using prediction to promote learning from text. In E.K. Dishner, T. W. Bean, J. E. Readence and D. W. Moore (Eds), Reading in the content areas: Improving classroom instruction (3rd ed., pp. 227-233). Dubugue: Kendall/Hunt.

 

Kozen, A. A., Murray, R. K., & Windell, I. (2006). Increasing all students' chance to achieve: Using and adapting anticipation guides with middle school learners. Intervention in School and Clinic, 41(4), 195-200. http://iloveliteracy.pbworks.com/f/Using+and+Adapting+Anticipation+Guides+with+Middle+School+Learners.pdf 

Abstract: The ability to effectively use reading as a study skill is critical to academic success at the middle- and high-school levels. In an age of high-stakes testing and accountability, content-area specialists, teaching multiple sections of students each day within clearly designated time periods, must focus the majority of their instructional efforts on content-area instruction. This leaves little time for direct teaching of reading skills. This article directs practitioners in the design and use of the anticipation guides, a prereading strategy designed to concurrently increase students' content knowledge and reading comprehension. The authors also offer suggestions for instructional adaptations to facilitate this strategy's use within general, inclusive, and special education settings.

 

Pegg, J., & Adams, A. (2012). Reading for claims and evidence: using anticipation guides in science. Science Scope, 36(2), 74.
http://bpsscienceretreat.weebly.com/uploads/2/2/1/3/2213712/reading_ce_ss1202_74.pdf

Abstract: Making predictions and supporting claims with evidence and reasoning are science and engineering practices considered integral to laboratory work, but these skills can also be developed by critically engaging students in reading scientific texts. Anticipation guides are a content literacy strategy that supports students in developing scientific reasoning skills, understanding scientific concepts, engaging in aspects of scientific argumentation, and developing reading-comprehension abilities. In this article, we describe specific considerations for using anticipation guides in science instruction that were developed from four years of work with teachers in the Literacy Instruction in Mathematics and Science for Secondary Teachers project at the University of Idaho.

 

Yell, M. M., Scheurman, G., & Reynolds, K. (2004). The anticipation guide: Motivating students to find out about history. Social Education, 68(5), 361-364.

Abstract: THE ANTICIPATION GUIDE is a strategy in which students forecast the major ideas of a reading passage through the use of statements that activate their thoughts and opinions. This strategy is used prior to having students read a passage from their text and is helpful in activating prior knowledge and stimulating interest just before a reading assignment is given. Students are motivated to read (or view) closely in order to search for answers that support their thoughts and predictions. The Anticipation Guide can also be used as an interactive hook for any lesson, presentation, or video.

 

 

Relevant Common Core Standards

http://www.corestandards.org/ELA-Literacy/CCRA/R/

Key Ideas and Details:

CCSS.ELA-LITERACY.CCRA.R.1
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

CCSS.ELA-LITERACY.CCRA.R.2
Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

CCSS.ELA-LITERACY.CCRA.R.3
Analyze how and why individuals, events, or ideas develop and interact over the course of a text.

 


CALI Reads is a project funded by the Office of Special Education in partnership with the California Department of Education, Special Education Division. The project is coordinated and administered through the

Napa County Office of Education
1450 Technology Lane, Suite 200 Petaluma, CA 94954
Fax: 707-762-1438 | e-mail: info@calireads.org

Napa County Office of Education
U.S. Offic of Special Education Programs
California Department of Education

The contents of this website were developed under a State Personnel Development Grant (SPDG) from the US Department of Education (CALI/Award #H323A170011), Project Officer, Latisha.Putney@ed.gov. However, the contents of this site not necessarily represent the policy of the US Department of Education and no assumption of endorsement by the Federal government should be made.

 

Last updated: 10/23/2020