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Anticipation Guides
This before reading strategy bring awareness to students by allowing them to connect to ideas and make predictions about the text. These include a set of generalizations related to the theme of the text selection (Beers 74). While anticipation guides are typically used before reading a text, they can also be applicable during, and after reading a text.
Creating the Anticipation Guide:
This before reading strategy bring awareness to students by allowing them to connect to ideas and make predictions about the text. These include a set of generalizations related to the theme of the text selection (Beers 74). While anticipation guides are typically used before reading a text, they can also be applicable during, and after reading a text.
Creating the Anticipation Guide:
- Find the big ideas that are presented in the text.
- Have students mark whether they agree or disagree with the statement presented, encouraging class discussion.
- Introduce the strategy to your students, modeling for them how to use the anticipation guide.
- Address the anticipation guide before, during, and after reading. Students should look back on their original responses frequently to see how their thoughts have changed.
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KWL Chart
KWL describes "What I Know", "What I Want to Know", and "What I Learned". The purpose of this chart is to connect students' thoughts together. Through the KWL chart, students can link what they knew to what they want to know (Beers 85).
Using a KWL Chart
KWL describes "What I Know", "What I Want to Know", and "What I Learned". The purpose of this chart is to connect students' thoughts together. Through the KWL chart, students can link what they knew to what they want to know (Beers 85).
Using a KWL Chart
- Decide what topic you want to use on the chart. (This is usually for nonfiction texts, but can be used for a novel or story as well.)
- Choose a format on which you will record the information for your KWL Chart.
- Ask what students know about the topic. (Sometimes they might not know anything.)
- After completing the "K" column, allow students to discuss what they responded with about what they know.
- Connect what students know to what they want to know.
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Probable Passage
This strategy encourages students to make predictions, activate their prior knowledge, see causal relationships, make inferences, and form images about a text. A Probable Passage is a brief summary of the text in which key words have been omitted.The words are presented to the students, and then put into categories based on what they think the role of that word is in the story (Beers 87). Teachers use Probable Passages to discourage passive reading habits that have been developed.
How to Make a Probable Passage
This strategy encourages students to make predictions, activate their prior knowledge, see causal relationships, make inferences, and form images about a text. A Probable Passage is a brief summary of the text in which key words have been omitted.The words are presented to the students, and then put into categories based on what they think the role of that word is in the story (Beers 87). Teachers use Probable Passages to discourage passive reading habits that have been developed.
How to Make a Probable Passage
- Choose 8-14 key words from a text. Some words should have obvious connections to the story, while others can be less obvious. Select some words that are unknown to the students.
- Model the strategy for the students. Talk through your decision-making process, and why you have categorized certain words. Mention some of the questions that you would like answered and put them in the "To Discover" section.
- After reading the story, have students look back at the worksheet and see if any of the "To Discover" questions can be answered. Also look and see if any of the "Unknown Words" are familiar. Ask students, "How might the author have changed the categories?"
- Be sure to let students discuss their responses to each section.
Tea Party
Tea Parties allow students to think about parts of a text before actually reading it. They can predict, make inferences, and activate their prior knowledge (Beers 94). Teachers take key points from the text, write them out, and distribute them to each student. The students then have a "Tea Party" by going around the room and sharing their part of the text with another person.
Facilitating a Tea Party
Tea Parties allow students to think about parts of a text before actually reading it. They can predict, make inferences, and activate their prior knowledge (Beers 94). Teachers take key points from the text, write them out, and distribute them to each student. The students then have a "Tea Party" by going around the room and sharing their part of the text with another person.
Facilitating a Tea Party
- Choose words, phrases, or parts of a passage fro the text. They can be parts of the text that could have a tendency to be interpreted differently.
- Keep the text exactly as it is in the book. Do not change it.
- Facilitate discussions between students. They should not only just share what is on their cards, but also discuss what they think about them.
- Break students into small groups for discussion time.
- Have students form a prediction about the text.
- Ask students to share their predictions.
- Read the text.