Presented by: Amanda Linthicum, Danielle Lucas, Patty Hill- Miller

 To review research-based, pre- reading strategies that are easy to implement  To review vocabulary strategies used as a pre-reading tool

 “In this stage background knowledge is provided, new knowledge is related to existing knowledge, purposes for reading are determined, and significant vocabulary terms are pre-taught.” Wood, K. & Robinson, N. (1983).

 “An Anticipation Guide is a comprehension strategy designed to encourage interactive reading by requiring students to compare current beliefs and knowledge with text information.” Merkley, D.J. (1996)

 “As they read, students encounter information that either:  Verifies shared beliefs  Encourages alteration of beliefs  Encourages comparison of beliefs and the new information obtained with the passage” Merkley, D.J. (1996).

 Easy-to-use vocabulary strategy  Connects what students already know about a word, what they learn about the word with a passage, with a memory clue or mnemonic device

K Key Idea I Information M Memory Clue force magnitude newtons

 Great way to assess students’ previous knowledge.  After students have learned about the topic, they are easy to use as a formative assessment tool as well.

Before Reading Agree or Disagree? StatementAfter Reading Agree or Disagree? Prove It! Gold was found in North Carolina in Thousands of people moved to North Carolina in search of gold.

 Complete the “Before Reading” section on your guide.  You will revisit the anticipation guide after reading and will be asked to justify your answers with textual support.

 Simple and easy to use in the classroom  Can be used as a pre-assessment and a post-assessment  Can integrate writing into this activity for extension to learning  Encourages group discussion and collaboration

1. Students generate a list of words they know related to a topic and then get with a partner and group the terms. 2. After reading, students write down more words learned and group and label them as well. 3. Students can choose one of the groups from their lists and can elaborate on the topic by using those words to create a summary of their knowledge.

 This strategy can be applied to all different content areas, across K-12 grade levels  High School Integration High School Integration

 More pre-reading strategies and handouts are all available at our Weebly.  This can be found at:

 Merkley, D.J. (1996). Modified anticipation guide. The Reading Teacher. 50(4),  Wood, K. & Robinson, N. (1983). Vocabulary, language, and prediction: A prereading strategy. The Reading Teacher. 36(4)