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The PRIMALS Compendium of Teaching Resources This compendium was published with support from the Australian Government through the Basic Education Sector Transformation (BEST) Program. Permission to use or reproduce this publication or parts of it in hard or digital copies for personal or educational use is granted free, provided that the copies are not reproduced or distributed for commercial purposes, and that proper credit is given to the Austraian government. Printed in the Philippines First Printing, 2019
Literacy Compendium Kit
We cannot understand new information unless we can connect it to something we already know. The spoken or written text does not in itself carry meaning. Prior knowledge (in the reader’s memory) interacts with and shapes incoming information (from the text) and how this knowledge must be organized to support this interaction, resulting in comprehension. ENGLISH LESSON PLANS FILIPINO LESSON PLANS LITERACY STRATEGIES READING PURPOSE^ PRIOR KNOWLEDGE/ Table of Contents: Background/Research Base 2 Purpose/Benefits 3 Description/Procedure 3 How Teachers Can Make the Strategy Work 5 Applications Across the Curriculum 5 The use of Anticipation Guides for activating student schema and connecting this to the text to be read is described in this guide. Activating Prior Knowledge/Establishing Reading Purpose: Anticipation Guides
Prior Knowledge/Reading Purpose | Anticipation Guides 3 Purpose / Benefits Anticipation guides stimulate readers’ interest in a topic and sets a purpose for reading the text. These may be used for both pre-reading and post-reading activities. Anticipation guides are also useful for both narrative and informational texts. The strategy teaches readers to make predictions, anticipate the text, and verify their predictions after. Readers can also connect new information to prior understanding and build curiosity about a theme or topic. Anticipation guides are to be taught explicitly, with the teacher modeling responses and facilitating whole class discussion of readers’ reactions to statements. Description / Procedure An anticipation guide is a list of statements with which readers are asked to agree or disagree (Readence, Bean & Baldwin, 1981; cited in Yopp & Yopp, 1996, p. 19). This comprehension strategy may be used both before and after reading to activate readers' prior knowledge and build curiosity about a new topic. Anticipation guides stimulate readers' interest in a topic and set a purpose for reading. Before reading, readers listen to or read several statements about key concepts presented in the text; they're often structured as a series of statements with which the readers can choose to agree or disagree. After reading, the anticipation guide prompts discussion and can help readers reconsider their understanding of the theme or concept.
4 The PRIMALS Compendium of Teaching Resources | LITERACY STRATEGY GUIDES STEP 1. IDENTIFYING THEMES OR CONCEPTS. Identify the major themes or concepts and establish objectives for the reading text. STEP 2. WRITING THE GUIDE. Write 3 to 5 statements related to the text. Consider the readers’ backgrounds as well and how you think the readers may know about the topic. Write statements that focus on what readers should think about such as controversial statements or questions, or even misconceptions about the topic / theme. Write statements that readers can react to with or without having read the text. A good anticipation guide includes statements that provoke disagreement and challenge readers’ beliefs about the topic (NBSS, n.d.) STEP 3. INTRODUCING THE GUIDE. Present the statements to the readers and introduce the purpose of the guide. Allow the readers to respond individually to each statement by indicating their agreement or disagreement to it on paper. STEP 4. WHOLE-CLASS DISCUSSION OF RESPONSES. Talk over each statement and engage readers in a discussion about their reactions to each statement. STEP 5. READING OF THE TEXT. Sum up the main points of the discussion and have readers read the text. Let them compare their responses with what the materials states. STEP 6. AFTER READING FOLLOW UP. After reading have a class discussion and ask readers if their position changed in relation to any statements. Make sure readers share examples from the text where their initial responses were either supported or challenged (how their prior knowledge was supported or changed by the text read. How to Make an Anticipation Guide
6 The PRIMALS Compendium of Teaching Resources | LITERACY STRATEGY GUIDES Name ____________________________________________________ Date _________________________ Title of Story ____________________________________________ Author _______________________ A N T I C I P A T I O N G U I D E Use the following anticipation guide to preview a story before you read it. Before reading, mark whether or not you agree or disagree with each statement. After reading the story, fill in the page number where you found the answer to each statement, tell whether or not you were right, and reflect on what you found. Agree/ Disagree Page # Were you right? Reflect
Prediction Guide -- Estimating Before reading pages xx-xx, place a √ beside those statements you think will be true in the reading and a X beside those stetements you think will be false. Then, during or after reading, make any changes that you wish. BEFORE AFTER ______ 1. It is easy to add up some number in your head, but it is harder to add others. _________ ______ 2. An estimate is a guess, but it can be pretty accurate. _________ ______ 3. When you round a number up, you can change a number in your mind to _________ make it equal to the next amount of ten, or hundred, or thousand. ______ 4. When you round down, you make a number smaller in your mind. _________ ______ 5. If you want to round the number 73 to the nearest ten, you would round it to 70. _________ ______ 6. If you want to round the number 76 to the nearest ten, you would round it to 80. _________
Prior Knowledge/Reading Purpose | Anticipation Guides 7 References Duffelmeyer, F. (1994). Effective Anticipation Guide Statements for Learning from Expository Prose. Journal of Reading, 37: 452-455. Gunning, T. (2013). Creating Literacy Instruction for all Readers. Boston: Pearson Education. International Reading Association (IRA) and the National Council for Teachers of English (NCTE). (2003). Read Write Think. National Behavior Support Service. Anticipation / Predication Guides: Reading and Learning Strategy. Retrieved from https://www.nbss.ie/ sites/default/files/publications /anticipation_ guides_comprehension_strategy.pdf on 23 January 2019. Ontario Association for Mathematics Education. Anticipation Guides. Retrieved from https://oame.on.ca/main/files/thinklit/ AnticipationGuide.pdf on 23 January 2019. Ortlieb, E. (2013). Using anticipatory reading guides to improve elementary readers’ comprehension. International Journal of Instruction, 6,2, 145-162. Reading Rockets. http://www.readingrockets.org/ strategies/anticipation_guide. Retrieved on 23 January 2019. Yopp, H. & Yopp, R. (1996). Literature-based Reading Activities (2nd Ed.) Boston: Allyn & Bacon. Anticipation Guide for the Process of Digestion BEFORE READING: In the BEFORE column place √ if you agree or think the statement is true and a X if you disagree or think the statement is false. AFTER READING: Now that you have found the evidence in your textbook, place √ or a X in the AFTER' column. BEFORE AFTER ______ 1. The digestive system of a human is just like that of a frog -- a long hollow tube. _________ ______ 2. Of the mouth parts (lips, cheeks, tongue, teeth and salivary glands) the teeth _________ are the most important. ______ 3. You cannot swallow and breathe at the same time. _________ ______ 4. The most important part of the digestive process occurs in the duodenum _________ right after the food leaves the stomach. ______ 5. The inside of the small intestine looks like a rug. _________ ______ 6. Early humans may have needed an appendix, but modern humans do not. _________ ______ 7. By the time food gets to the large intestine, the nutrients are gone. _________
