Anticipation Guides can help students identify and consider
the concepts in a novel. Using an anticipation guide, students can draw on
their background knowledge and attitudes, and apply it to the context of the
novel. The guides can also enable English language learners to apply their
experiences and share with the rest of the class.
Anticipation guides help students draw on their prior
knowledge and begin to see how their own point of view will effect the way they
interpret the text. As a result, they will be more prepared to anticipate the
big ideas presented in the novel.
You may use or adapt the anticipation guides in a variety of
different ways, including:
students to the function and purpose of the anticipation guide. If there
are concepts and/or vocabulary in the activity that might challenge
students, review them with students in advance.
students the anticipation before they read the designated cluster of
chapters and ask them to read the statements and check if they feel they
agree or disagree with the statements, based on their experience or
knowledge. Have them note why or why not they agree or disagree.
the anticipation guide as you choose during the class (draw from the list
of options below).
after students have finished reading the cluster of chapters that the
anticipation guide covers, have them revisit the statements and their
initial responses. Give them the chance to confirm or change their
responses, and explain why.
- As a
warm-up exercise for a discussion aimed at introducing a cluster of
chapters to the class. This discussion could be a dialogue, a debate, or a
jigsaw discussion, in which students develop possible solutions to a
problem from a specific point of view. If students chose to debate, have
them support their answers with details or examples from notes, the novel,
or other source.
- As a
jumping off place for a journal entry, persuasive essay, or other form of
- As a
point of reference to come back to at the end of reading the selected
chapters or the whole novel. Focus the discussion on how students have
responded differently to the anticipation guide given the influence of the
chapters they have read.
advanced students: Have students write their own anticipation guides using
a list of the themes.