Anticipation Guides


Tip: Anticipation Guides

How do I do it?
It will help students comprehend a text written in a new language to them if they have an idea about what they will encounter and find out in the text before they read it.  To make an anticipation guide, the teacher reads the text, identifies the major themes and ideas in the text and then writes 3-10 statements to which students will agree (A) or disagree (D).  When writing statements for ELLs, use simple language with visuals as needed and consider presenting the anticipation guide whole class so that you can shelter the statements with gestures, props, or quick role plays.  After reading, students will agree or disagree with the statements once again and can compare any differences in their answers.  The statements should get students relating to the ideas and themes they will read about as well as draw upon their prior knowledge and experience that will connect them to the issues in the text.  Some sentence starters and sentence frames for your statements are: “I think that...” “ I would feel _____ if ___ happened to me.” “___ is more important/better than ___.”  “I believe...”

Variations & Extensions
If possible, write the anticipation guide in the student’s primary language.  The point is to help students connect to what they will be reading in the target language so that they can better comprehend it, so the anticipation guide can be in any language that is well-comprehended by the student.  For students with higher reading proficiencies, you can add the option that students will either strongly agree, agree, disagree, or strongly disagree and provide a written or oral rationale for their arguments.  You can also post agree and disagree signs on the wall and have students line up under the sign that matches their opinions.

Common Core ELA Reading Standard 1&8
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.
Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as all as the relevance and sufficiency of the evidence.

Tricia Gallagher-Geurtsen
Tricia Gallagher-Geurtsen


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