Anticipatory+Guide+for+Reading+Instruction

= Anticipatory Guide =

**BRIEF OVERVIEW: **
This page contains information on reading instruction and the five components of literacy. Below this information you will find a link to the anticipatory guide I have created as a tool to encourage, support and help develop literacy in my students.

**READING INSTRUCTION AND THE FIVE COMPONENTS OF LITERACY: **
Reading instruction is very important in all content areas. There are several different types of literacy, so our students must be taught to read in different formats for different subjects. For example, a student must know what to focus on when reading scientific reports or their science book. In this case they should focus on headings, key words and any graphs or pictures that may illustrate what they are looking at. Another example would be when reading a math problem. In this case the students must look for key words and know how to get rid of the extra information that may confuse them. Then they must be able to translate the needed information into mathematical problems. Finally, in literature students must be able to follow the action of the story while focusing on the details of the characters. Headings/titles and more technical words are not very important. They must be able to remember the names of the characters and what they did and how they all connect. In each of these subject areas there are different graphic organizers that may help students to organize the information they are reading. These are wonderful tools that teachers may use to help their students develop content area literacy. To teach reading and support literacy it is key for teachers to address the five critical areas of literacy/reading: (1) Phonemic awareness, (2) Phonics, (3) Fluency, (4) Vocabulary and (5) Comprehension.


 * **Phonemic Awareness** "is commonly defined as the understanding that spoken words are made up of separate units of sound that are blended together when words are pronounced. However, it can also be thought of as skill at hearing and producing the separate sounds in words, dividing or segmenting words into their component sounds, blending separate sounds into words, and recognizing words that sound alike or different" ((2004).
 * **Phonics** is "a set of rules that specify the relationship between letters in the spelling of words and the sounds of spoken language" (2004).
 * **Fluency** "is recognizing the words in a text rapidly and accurately and using phrasing and emphasis in a way that makes what is read sound like spoken language" (2004).
 * **Vocabulary** "refers to words we need to know to communicate with others. There are four types of vocabulary: listening, speaking, reading, and writing. Listening and speaking vocabularies are sometimes referred to collectively as oral vocabulary" (2004). Below is a table that explains the four types of vocabulary:
 * Listening: words we understand when others talk to us || Speaking: words we use when we talk to others ||
 * Reading: words we know when we see them in print (sight words and words we can decode) || Writing: words we use when we write ||
 * **Comprehension** "involves constructing meaning that is reasonable and accurate by connecting what has been read to what the reader already knows and thinking about all of this information until it is understood. Comprehension is the final goal of reading instruction" (2004). Below is a checklist for students with good comprehension:
 * 1) "They use a range of comprehension strategies to deepen and enrich their understanding of what they are reading" (2004).
 * 2) "They are aware of their own thinking processes, and they make conscious decisions to use different comprehension strategies as they read, especially when they detect problems in understanding what they are reading" (2004).
 * 3) "They attribute successful comprehension to effort more than to ability. They believe they can understand what they read if they apply the right comprehension strategies; however, they also believe that achieving this level of understanding requires effort, according to Carr and Borkowski" (2004).

**ANTICIPATORY GUIDE: **
Below you will find a file that contains the anticipation guide I created for the book "Tibet Through the Red Box" by Peter Sis. An anticipation guide contains focus questions for a before reading activity that focus the students attention on different themes in the literature and help them make personal connections, comprehension questions for during reading that help the students focus on key events and details in the story to check and aid comprehension and, finally, after reading questions that help the student think about what they have read by making inferences and more personal connections. This particular Anticipation Guide is designed for students in the 7th or 8th grade that are at a medium to high English Language Proficiency level.



**References: **
//A Closer Look at the Five Components of Effective Reading Instruction: A Review of Scientifically Based Reading Research for Teachers.// (2004). Retrieved from http://www.learningpt.org/pdfs/literacy/components.pdf


 * [[image:pretty_me.jpg width="55" height="39" caption="pretty_me.jpg"]] ||
 * pretty_me.jpg ||

Ms. Cristina Hudgins cmh3j.mtsu@gmail.com

Back to Methods and Strategies for ESL Instruction Homepage