Evans and Clark assert anticipation guides as a way to build the skills of citing textual evidence when analyzing a reading.
The two describe the activity as follows:
"A teacher-constructed anticipation guide requires students to predict whether a given statement is factual and then identify and cite statements within a given text that confirm their decision. Using the anticipation guide will also provide opportunities for students to analyze primary and secondary sources. Before reading, students read several statements about key concepts presented in the text and then choose to either agree or disagree with each of the statements. As they read the text, they must search and analyze the text for information that will either confirm or negate their predictions. In doing so, students are actively reading “through a cycle of prediction, reaction, and reevaluation” (Evans and Clark, 2015)
The above picture is the example of an anticipation guide given by Evans and Clark (Evans and Clark, 2015).
This strategy is great because it encompasses pre-reading, during reading, and post reading. For pre and during the students will fill out the worksheet as explained by Evans and Clark. Then for the post-reading it is up to you as the teacher how you want to handle it. My suggestion would be to go over the questions and for each one ask the student who volunteers: which answer they choose before reading, and why did they choose that one? Which answer did they choose after reading, and where did they find the evidence to support that answer?
No comments:
Post a Comment