Practice individually or in small groups. As a whole class, have students mark whether they agree or disagree with statements 2–4 on the anticipation guide (column two only). Be sure to think aloud while modeling so that students can hear and understand your thought process.
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Read statement 1 in the first column of the Anticipation Guide for Teammates aloud and fill in the second column marked "Agree/Disagree." Then, read the first two pages of Teammates and demonstrate how to complete the last three columns of the anticipation guide for statement 1. Ask students what they know about having teammates.ĭemonstrate the strategy. Show students the cover of Teammates and ask them what they notice (e.g., men in baseball caps, one black man and one white man). Show students the Anticipation Guide for Teammates and explain how it is used. Explain to students what previewing means (i.e., setting a purpose for reading).
Stage 1-Teacher-directed whole-group instruction (40 minutes) 1.Įxplain the strategy. With continued practice, students should be able to apply the previewing strategy independently to other texts. NOTE: This lesson is intended as an introduction to the previewing strategy and the use of anticipation guides. Create an anticipation guide for each text that you select using the blank Anticipation Guide sheet in preparation for the teacher-guided, small-group instruction (see Stage 2). Gather three instructional-level texts that match the needs of three levels of reading in your class (see Suggested Booklist for Jackie Robinson). Photocopy a class set of the blank Anticipation Guide. Photocopy a class set of the anticipation guide and prepare a transparency as well. Read Teammates and review the Anticipation Guide for Teammates to become familiar with the story. For more information on the previewing strategy and the Guided Comprehension Model, see Guided Comprehension in Grades 3–8 by Maureen McLaughlin and Mary Beth Allen. Review the Teacher resources listed before using anticipation guides and the previewing strategy with your students. Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities. Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.ġ1.
They gather, evaluate, and synthesize data from a variety of sources (e.g., print and nonprint texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.Ĩ. Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).ħ. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience.ģ. Among these texts are fiction and nonfiction, classic and contemporary works.Ģ. Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world to acquire new information to respond to the needs and demands of society and the workplace and for personal fulfillment.
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