This prereading guide is designed to generate interest in an upcoming lesson and force students to find textual support for information. The anticipation guide activates background knowledge, challenges preconceived notions, and gives students a clear purpose for reading. Students read a set of statements related to a reading and then indicate if they agree or disagree with the statement. After reading the assigned text they indicate whether they still agree or disagree with the statement and support decision with information from the text.
- Fisher, D., Brozo, W., Frey, N. & Ivey, G. (2007). 50 Content Area Strategies for Adolescent Literacy. New Jersey: Pearson Prentice Hall. Duffelmeyer, R. & Baum, D. (1992). The extended anticipation guide revisited. Journal of Reading, 35, 654-656.
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