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EDUC 601 ANTICIPATION GUIDE INSTRUCTIONS Purpose: Anticipation Guides raise students' expectations and elicit prior knowledge about the text/topic...


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I need to create an anticipation guide using chapter 6-7 from the book, Spalding E., Garcia, J., & Braun, J. (2010). An introduction to standards-based reflective practice for middle and high school teaching,  chapter 6-7.  I need to write instructions and a minimum of 10 controversial statements about the major ideas in both chapters of the book.  Attached is the instructions and a example page.


EDUC 601 ANTICIPATION GUIDE INSTRUCTIONS

 

Purpose:

 

Anticipation Guides raise students’ expectations and elicit prior knowledge about the text/topic

 

prior to reading. They prepare students for reading tasks and provide them with post-reading

 

activities to clarify and/or confirm information. A well-written Anticipation Guide creates true

 

“anticipation” for reading and a bit of controversy. You will create an Anticipation Guide based

 

on the assigned reading for Module/Week 4 as if you would be giving it to students in a class.

 

Procedure:

 

1) Complete the assigned reading for Module/Week 4.

 

2) Make an Anticipation Guide for your entire reading assignment (both chapters) by

 

writing instructions and a minimum of 10 controversial statements about the major ideas

 

in both chapters of your reading. (This is the most critical and difficult step! If

 

statements are too dependent on the text, students will merely guess at the answers and

 

the teacher will have failed to elicit responses that lead to rich discussions, activate

 

students’ prior knowledge, and encourage students to be engaged while reading.)

 

3) Have a friend or family member read your Anticipation Guide and provide you with

 

feedback.

 

4) Make revisions based on his or her feedback.

 

5) Write a few sentences about your revision process with another person at the bottom of

 

the Anticipation Guide.

 

Benefit:

 

Students are practicing discussion techniques while preparing for the reading task. They become

 

engaged in the reading process, learn to check their predictions against the text, and become

 

aware of the need to clarify and/or confirm their own ideas using another source. Students also

 

acquire information that will assist them in preparing for tests. Teachers benefit by becoming

 

aware of students’ knowledge prior to reading the text, learning which students struggle with

 

making predictions and changing their predictions based on another source.

 

Submit this assignment by 11:59 p.m. (ET) on Sunday of Module/Week 4. Page 1 of 2 EDUC 601 ANTICIPATION GUIDE EXAMPLE

 

(You may use the format provided here as a template for this assignment.)

 

Before you read the article on icebergs, read and respond to each statement below by circling

 

agree (A) or disagree (D). You will be asked to share your responses with the class, a partner,

 

and/or a small group.

 

Before Reading After Reading A D 1. A new idea in science is to tow icebergs to drought areas like

 

Africa and Australia. A D A D 2. Icebergs will be wrapped in “Ziploc bag”-type plastic to

 

prevent them from melting. A D A D 3. The wrapped icebergs will be brought to new areas via planes. A D After reading the article, you will be given the opportunity to change your answers. Page 2 of 2

 


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