The PRIMALS Compendium of Teaching Resources

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 Literacy Compendium Kit

E N GL I S H L E S S O N PL A NS F I LI P I N O LESSO N P LAN S LI T ER AC Y STRATEGIES

PRIOR KNOWLEDGE/
READING PURPOSE
Activating Prior Knowledge/Establishing Reading Purpose:

Anticipation Guides
We cannot understand new The use of Anticipation
information unless we can Guides for activating
connect it to something we student schema and
already know. The spoken or connecting this to
written text does not in itself the text to be read is
carry meaning. Prior knowledge described in this guide.
(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.

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

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 Activating Prior Knowledge/Establishing Reading Purpose:

Anticipation Guides

Background / Research Base

Research in literacy has pointed out that anticipatory

reading guides engage learners making predictions
and connections, as well as questioning the text.
Head and Readence (1992) and Duffelmeyer (1994)
pointed out the utility of anticipation guides as a
strategy that may be adopted across varying text
types.

As anticipation guides are concepts because it involves

taught explicitly, where teachers
demonstrate, explain and think
aloud, the process is a concrete
example of scaffolding for reading
comprehension (Wood et al., 2008).
Wood and Mateja (1983) have also
stated that although anticipation
guides were meant for secondary
grades, elementary teachers have
likewise adopted the strategy.
The anticipation guide should also
help readers refine erroneous
confronting erroneous beliefs
(Gunning, 2013, p. 399). A study by
Ortlieb (2013) provided additional
evidence that anticipation guides
were effective in bolstering reading
comprehension skills among 3rd
Grade readers across content areas.
Even more, anticipatory reading
guides, were found to be particularly
effective in developing struggling
readers’ abilities to deconstruct both
fiction and nonfiction texts (Kamps
and Greenwood, 2005; Ortlieb, 2013).

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 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.
Prior Knowledge/Reading Purpose | Anticipation Guides
BEST_DepEd_SC_01_Anticipation_Guides-20190406.indd 3
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.
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 How to Make an Anticipation Guide

STEP 1.
IDENTIFYING THEMES OR CONCEPTS.
Identify the major themes or
concepts and establish objectives
for the reading text.
STEP 4.
WHOLE-CLASS DISCUSSION
OF RESPONSES.
Talk over each statement and
engage readers in a discussion
about their reactions to each
statement.

STEP 2. WRITING THE GUIDE.

STEP 5.
Write 3 to 5 statements related
to the text. Consider the readers’ READING OF THE TEXT.
backgrounds as well and how you
Sum up the main points of
think the readers may know about
the discussion and have
the topic. Write statements that
readers read the text. Let them
focus on what readers should
compare their responses with
think about such as controversial
what the materials states.
statements or questions, or
even misconceptions about the
topic / theme. Write statements
STEP 6.
that readers can react to with
or without having read the text. AFTER READING FOLLOW UP.
A good anticipation guide
includes statements that provoke After reading have a class
disagreement and challenge discussion and ask readers
readers’ beliefs about the topic if their position changed in
(NBSS, n.d.) relation to any statements.
Make sure readers share
examples from the text where
their initial responses were
STEP 3.
either supported or challenged
INTRODUCING THE GUIDE. (how their prior knowledge was
supported or changed by the
Present the statements to the
text read.
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.

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 How Teachers Can Make The
Strrategy Work

To provide extra support for readers

who struggle with reading, use
strategies to communicate the
information in the anticipation guide
visually e.g., pictures and diagrams.

Put readers in pairs to complete the

anticipation guide if they are having
trouble making connections with
the theme or topic, or if they are
having trouble with the language (for
example, ESL readers).

Applications Across The Curriculum

Math and Science

In the context of math and science, statements that challenge readers’

an anticipation guide increases
comprehension by activating prior
knowledge of mathematics or
scientific skills and concepts and/or
the contexts for math investigations
and problems. An anticipation guide
works best when the statements
challenge readers’ thinking about a
mathematical or scientific topic or
concept. The idea of the guide is to
create curiosity about a math topic or
concept and motivate readers to read
the text or problem and investigate
the concept.
In creating an anticipation guide
to activate prior knowledge about
math skills and concepts, write
preconceived ideas or intuitive
understandings of a concept e.g.,
Agree/Disagree: the volume of
cylinder created by connecting an
81/2” x 11” sheet of paper vertically
is more than the volume of the
cylinder created by connecting the
same paper horizontally.
Anticipation may also be used as
scaffold for readers in validating
conjectures and in developing
hypotheses. After readers take a
position by agreeing or disagreeing
with the statements in the
anticipation guide, they usually
want to continue by investigating
the statement.

Prior Knowledge/Reading Purpose | Anticipation Guides 5

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 Name ____________________________________________________ Date _________________________
Title of Story ____________________________________________ Author _______________________

A N T I C I P AT 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

1.

2.

3.

4.

5.

6.

7.

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. _________

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 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. _________

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.

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