(Klien et.al 2005:120) state that strategic readers attempt the following while reading: Identifying the purpose of the reading before reading.
a. Identifying the form or type of the text before reading
b. Thinking about the general character and feature of the form or type of the text. For instance, they try to locate a topic sentence and follow supporting details toward a conclusion.
c. Projecting the author’s purpose for writing the text (while reading it) d. Choosing, scanning, or reading in detail
e. Making continuous prediction about what will occur next, based on information obtain earlier, prior knowledge, and conclusion obtaining within the previous stages.
C. The Concept of Anticipation Guide Strategy
the topic. Before reading the text, students indicate for each statement whether they agree or disagree with it Jennifer (Conner 2006).
According to (Smith 1978), allows the reader to make predictions about text that will be by eliminating possibilities that are unlikely. Moreover, Cain states that Anticipation Guide Strategy is a pre-reading strategy that assesses what student know before beginning the lesson or reading. Student muse use any prior knowledge or background information they have to answer a set of around 3-5 brief question about specific topic or concept. This is commonly done in agree/disagree, yes/no or false/true structure, but the question may also take opinion based form in needed. This strategy is meant to be brief, but it will get student to make predictions about concept or ideas that will surface in the reading or lessons.
An Anticipation Guide is sometimes called a Prediction Guide and is used to assess students' thoughts and prior knowledge about a topic. Students complete the Anticipation Guide by answering questions or responding to statements provided to them by the teacher on the topic or subject using their own experiences and background knowledge (Brenda Hill 2010).
(West Virginia Department of Education 1900) An Anticipation Guide is a before reading strategy used to start students thinking about what they know (or think they know) about a topic. The teacher develops the Anticipation Guide by creating 5-10 statements about the content students will be exploring. Students read each statement and Agree or Disagree with it.
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2. Procedure of Anticipation Guide Strategy
These ate the procedures of anticipation guide strategy (Smith 1978).
a. Read the passage or story
Read and analyze the next to identify the major concept (both explicit and implicit)
b. Decide on major concept
Decide which concept are most important. Use these to create student interest and to agitate or stimulation reflection on prior knowledge and beliefs.
c. Write the statement on major concept
Write short, declarative statement about the major concept. These can be as few as 3-5 statement or up to about 15. The statement should be though provoking and reflect the student’s background. General statement is better than abstract or overly specific ones. Famous quotations and idioms work well. The statement should be written in a format that will elicit students predict and anticipate.
d. Display the guide
To allow students time to react to each statement, display the guide either on blackboard or on an overhand, or distribute individual worksheet. Give clear directions for what the students are to do with the guide, such as writing a’ A for agreeing or a “D” for disagreeing in the left-hand column for each statement. Make sure to leave space for response on the sheet.
Student can complete the guide individually, in pairs or small groups, or as a whole class.
e. Discuss
Conduct a class discussion about the concept before the student read the text. Student are expected to support their answer with more than a ‘yes’
or “no’ response. Student are to give example from past experience and explain the decision-making process by which they arrive at their answer.
f. Read
have student the selected text, evaluation the statement from the anticipation guide in light of the author’s intent and purpose.
g. Revisit the guide
Revisit the guide after you have read the passage to allow student to compare and contrast their original response with current ones. The objective is to see what information the reading of the passage has allowed them to assimilate.
Anticipation Guides: An Example
Following is an example of an anticipation guide that might be used with a text that presents information about computers in the workplace.
Directions: Read each statement. If you believe that a statement is true, place a check in the Agree column. If you believe the statement is false, place a check in the Disagree column. Be ready to explain your choices.
Agree Disagree
_____ _____ 1. The average worker in the United States spends more than 2 hours a day using computers in the workplace.
_____ _____ 2. It is OK for companies to monitor its employees’ use of the Internet.
_____ _____ 3. Most companies do not expect their new employees to be computer literate until after the company trains them.
_____ _____ 4. As a result of computers, more employers are allowing employees to work from home.
_____ _____ 5. Health problems that some employees experience as a result of working at a computer all day should not be a concern of the employer.
3. The Advantages of Anticipation Guide Strategy
The anticipation guide allows students to anticipate major concepts that will be encountered during their reading of a text. Discussion stimulate review of what students know believe and allow them to expand these concepts. This type of previewing allows students to take charge of their own learning and to focus their reading. The teacher can use the anticipation guide to preview students beliefs and knowledge about a subject. According to (Frank Smith 1978), these are several advantages of Anticipation Guide.
a. Students are cued into major ideas of a selection before they start reading.
b. Student activate their background knowledge about the topic before they read which they can share with classmate.
c. Student are motivated to read in order to determine whether the next will confirm their opinions and ideas and disprove those of their classmate.
d. Student misconceptions about a topic are addressed openly and more likely to be changed openly after reading and discussing the new material.
Anticipation guide also called reaction or prediction guide, the anticipation guide is ways to prepare a reader prior to a reading assignment by asking them to react to a series of statement for using Anticipation Guide include:
a. Relating prior knowledge to new information to enhance comprehension.
b. Creating interest which stimulate discussion on the topic, and
c. Creating possibilities for integrating reading and writing instructions.
4. The ImplementationAnticipation Guides
1. Have students complete the anticipation guide before reading. They may work by themselves, in pairs or small groups. Remind students that they should be prepared to discuss and debate their reactions to the statements on the anticipation guide after they have completed it.
2. After students have finished the guide, encourage a class discussion of students' reactions to the statements. Remember, you want to activate their critical thinking about the topic, so dig deeper than students' answers and get to their justifications.
3. Have students read the text with their anticipation guide responses fresh in their minds so they can react to the text as they read. Encourage students to mark or write down where the text supports their initial reaction to statements, or causes them to rethink those reactions.
4. Have a class discussion after reading. Ask students if any of them changed their position on any of the statements. Encourage students to share how they reacted to the text, given their initial responses captured in the anticipation guide. Make sure students share examples from the text where their initial responses were either supported or challenged.
(Duffelmeyer, F 1994)
5. The Strategy of Anticipation Guide
There are several ways to construct an anticipation guide for middle and high school students. Most include the following steps (Duffelmeyer, 1994):
1. Identify the major ideas presented in the reading.
2. Consider what beliefs your students are likely to have about the topic.
3. Write general statements that challenge your students' beliefs.
4. Require students to respond to the statements with either a positive or negative response.