Instructional Playbook

Anticipatory Guide

Click here for Implementation Slides

Overview An anticipatory guide is made of statements that help focus students' attention on the key ideas and concepts that will be developed in a lesson. Instructional Purpose To activate prior knowledge and call attention to key concepts and ideas in a lesson. Also, to show student learning and changes in thinking over time, when used both before and after a lesson. Materials/Set-Up Create a table with a key term/concept statement column, an agree/disagree column, and a findings column. Create 3–6 thought-provoking statements related to the lesson topic. It is recommended to collaborate with colleagues to ensure the statements are clear and provoke discussion/quality interaction. Instructional Routine Create a table with a key term/concept statement column, an agree/disagree column, and a findings column. In pairs, students take turns reading through each statement, and determining if they agree or disagree, and discussing why. Students use the sentence stems listed below. Continue this process for each statement.

At the end of the lesson/unit, students come back to the anticipatory guide, and repeat the process with their new understandings, and justify their response with evidence from the lesson/unit.

Access by Language Proficiency Level Entering (1) Emerging (2)

Developing (3)

Expanding (4)

Students at this level may need clarification of some concepts in their home language.

Encourage students to move from using simple, everyday language and short sentences to describe events using frames with more complex language and details.

Encourage students to use language related to specific topics. Have them paraphrase and summarize information. Give opinions supported by detailed reasons.

Provide students an overview of the text they will be reading in English and the home language. Student can look up some words in home language on the guide. May remain silent. Pair in a group of 3.

Sentence Stem Examples ALL Levels A: I will read statement 1. It says ... I agree/ disagree with it because ... So I marked agree/disagree. What do you think? B: I agree/disagree with you because ... For statement 1, I marked ... Now let me read statement 2. It says . I agree/disagree ...