Anticipation Guide

Purpose:
An anticipation guide is a comprehension strategy that is used before
reading to activate students prior knowledge and/or build curiosity about a
new topic or reading.

Implementation/use:
Give students a series of multiple choice, fill in the black or true false
questions prior to the reading about the subject matter. It doesnt matter if
they get the questions wrong or right. The anticipation guide is there to help
them understand what material they are about to cover and what material is
important before they even start the reading.

Observation Notes:
A teacher introduces the French Revolution in class. Before the teacher
introduced the new reading that begins the unit, she gave a series of
true/false questions to the students to gage their understanding of the topic
as well as help them prepare for the information they were about to receive.
The students answered the questions individually then they went through all
of the correct answers as a class. Some of the students learned new
information right there which helped them start the unit off on the right foot.

Rationale:
By giving an anticipation guide you create a simple check for how much the
students already know while you are priming them to receive new
information.

Analysis: This strategy is versatile and can be done individually and in

groups. It really helps set up a unit, topic or even just a reading so the
students access their prior knowledge on the subject before they start
working. It also clues them in on what information is important and what
they should be really looking for. If the students are tuned in to the

information before they are even presented with it they are more likely to
spot it and comprehend it when they actually come across it.

Think Aloud
Purpose:
To help students connect major points in a reading by having them vocalize
their thoughts and analysis as they go along.

Implementation/use:
As the students are reading an assignment, either as a class or in groups,
they are encouraged to vocalize their thoughts as they come across crucial
information in the text. It is easiest when it is modeled first by the teacher so
they know what they should and shouldnt be vocalizing.

Observation Notes:
A teacher gave a group of world history students a reading with several
questions to go with it. Instead of having them do it alone they took turns
reading a paragraph and had them vocalize the answers as they came across
them in the text. They were also encouraged to point out connections they
saw between information that they deemed important.

Rationale:
By encouraging them to interrupt their reading to voice their thoughts all the
students are given access to the readers thought process and allows the
group to easily collaborate to complete the assignment. Because they will
need to vocalize their thoughts they pay close attention to the questions
they are being asked so they are prepared to answer them as soon as they
come across the reading in the text.

Analysis:

This has its pros and cons. It really engages the students in the questions
and gives them all access to each others thought process and knowledge on
the topic. It can really help those who need it by giving them access to the
whole groups collective knowledge. It also isolates those same people its
trying to help when they are reluctant to help.

RAFT
Purpose:
A guide to help students outline a first person writing assignment by making
sure they know who they are writing to, from what perspective and why.

Implementation/use:
Before the students start writing give them a simple graphic organizer that
has each of the following with space left after for an answer:
R: Role of the write
A: Audience
F: Format
T: Topic

Observation Notes:
The teacher handed out the form to help the students write a first person
letter as a Chinese immigrant working on the railroad. The idea was to have
the kids write a letter home to china to tell their families what its like to be
an immigrant worker at that time in American History.

Rationale:
By giving a RAFT form to all your kids they can clearly identify all the
important components of their first person essay before they begin writing. It
gives them a clear outline before they even begin writing and will lead to a
more well thought out finished product.

Analysis:
This works very well with the younger or more inexperienced writers. Often
students get an assignment and get half way through it without thinking
about the details and have to back track or even start over. This guide gives
a perfect outline for all first person writings.

Framed Paragraphs
Purpose:
To help outline an essay before writing it, framed paragraphs forces the
students to pick topic sentences and identify how they will support them.

Implementation/use:
Give the students a blank frame that asks for a topic sentence (highlighted in
green) and then underneath it asks them for three examples of evidence
(highlighted in yellow) to support the claim they made in the topic sentence.
At the bottom there is a conclusion (highlighted in red) to let the students
summarize their points and restate any crucial evidence. Students fill them
out and then turn them in with their rough draft so the teacher can easily
follow their thought process. The different colors are just there to add an
extra degree of separation between claims and facts.

Observation Notes:
I have seen this is more classes than I can count. Almost every teacher in
every class that requires writing in some capacity has used this particular
tool to help guide their students writing.

Rationale:
It leads to clear, well thought out paragraphs that tie together. It also makes
sure that every claim the students make is well supported.

Analysis:
This is as simple as supporting writing gets and it works at almost any level.
Often students dive right into a writing assignment because they had one or
two thoughts well developed and wanted to get them on paper. The issue is
they needed three or four and the end of their essays tend to be very
scattered and lack support. By having students outline all their big ideas AND
support them with evidence before they even start writing there is a much
higher likelihood of a complete essay. Not one that starts off great and fades
towards the conclusion.

Revision
Purpose:
The purpose of revision is simple. Take a rough idea and use input from a
variety of sources to help build and adapt that idea into a complete thought.
First attempts are often incomplete, even if the author doesnt think so.

Implementation/use:
Revision can be done in a variety of settings. Peer review is one of the
easiest, but often has mixed results. Having the students revise each others
work ensures that many eyes see the paper and have input, but they are
often returned to the author with substandard revisions. Often teachers can
require multiple drafts of a paper with the previous draft stapled to it so they
can see where they changed it. This is a lot of work for the teacher but is the
biggest guarantee of progress.

Observation Notes:
I have witnessed countless teachers use peer editing to help students on all
major writing assignments. You often glace over your own mistakes even
when you reread your work. Just getting another set of eyes on your paper
will help you understand where you lack cohesive arguments and other
important details (especially grammar and punctuation).

Rationale:

There is a famous quote that says great writings arent written, they are
rewritten. Your first draft is never the best draft so having the students revise
their work, even once, will lead to a better overall product.

Analysis:
Revision, even though it may not seem like a tool, is underutilized by
teachers at every level. Students need the chance to revisit their work with
others suggestions to really develop it to a new level. Ill say it again, the
first draft is never the best draft.

Word Breakdown
Purpose:
To break down a work to its roots to encourage understanding and retention
of the words meaning.

Implementation/use:
The teacher will introduce a new word and write it down on the board. Then,
using the marker, will break it down into its component parts to show how it
combines to mean what it means. By taking the time to break the word down
the teacher has emphasized the importance of the word as well as given its
full definition. This should be done on words that are difficult and critical to
the comprehension of the lesson.

Observation Notes:
I saw this used (and used myself) on the defenestration of Prague. To
defenestrate means to throw out the window, but without any context clues
the students would have no idea thats what it means. By breaking it down:
de (Latin for out) fenestra (Latin for window) the students can now see how
the word was formed and its meaning. You can now move on with the lesson
and use the new vocab word with impunity.

Rationale:

It comprehensively covers any vocab word. It also highlights that words

importance to the lesson.

Analysis:
This really only works if it is done quickly. You can really lose students by
getting them bogged down in the details of the word so make sure its a word
that needs to be broken down before you dive into it. It does help those who
struggle with vocab because it slows everything down and gives them lots of
context clues to work with, not just for that word but for similar words
moving forward. Giving them the basics now might help them decipher a
difficult word some time down the road.

Frayer Model
Purpose:
The Frayer Model is a simple organizer that helps students identify the
definition and uses of a new vocabulary word.

Implementation/use:
The Frayer model is a graphic organizer with four chambers. The chambers
are titled definitions, characteristics, examples and non-examples. The
students get a new word and word individually or in groups to fill out the
model.

Observation Notes:
I have seen this used once in a freshman level class. It was a series of
definitions about sexual identity. By breaking down each new term using the
Frayer model the students were able to clearly define and navigate the every
evolving way people define their sexual identity. Non-examples were of
critical importance in this particular case. Because so many of the definitions
overlapped it was important for them to realize what each word did not
mean.

Rationale:
It has them overanalyze the word so they have a deep understanding of not
only its definition but how it can be interpreted and what it is mistaken for. It
is about as comprehensive a definition you can create.

Analysis:
This works great for all words that have multiple or overlapping meanings. By
having the students not only define a word but also have to figure out what it
doesnt mean or could be mistaken for they really think critically about the
vocab word and come out with a complete understanding of its meaning. It
goes beyond just the simple definition and requires the students to
manipulate the word to expand its basic meaning.

Think-Pair-Share
Purpose:
To allow students to work together with a partner to answer a question
before sharing their answer with the class.

Implementation/use:
Pose a question to the class then assign them a partner to discuss the
question with. After a few minutes of discussion (and possibly jotting down a
few notes) they partner groups share out their thoughts with the rest of the
class.

Observation Notes:
This is used constantly in my observations. By having them work together
you not only get everybody to participate (not just the ones who know the
answer and are willing to share) but you also increase the quality of the
answers through collaboration.

Rationale:
By working in pairs you create a safe sharing environment where the
combined input of the group will help both students expand their
understanding of the concept and be more confident when sharing out
because the responsibility doesnt rest with just one student.

Analysis:
This is a great way to ease the pain of having to share out in class. Some
students are very anxious about the idea of having to share their ideas even
though they may have great input. By having them work in pairs in takes the
spotlight off of the individual and creates a safe way for everybody to be
heard. It is simple and effective, but more importantly it really leads to better
quality answers to all discussion questions.

How do I make my grade better?

Purpose:
This is a simple form students who are concerned with their grade have to fill
out to try and have them think critically about why there grade is where it is
and how we can work together to fix it.

Implementation/use:
Students are concerned about their grades all the time. This simple form is
just a series of questions to help them assess where they have struggled and
need improvement before they come blaming me for their bad grade. The
form asked them if they have turned in all their homework, do they study for
all their exams and other similar questions.

Observation Notes:
I was only recently introduced to this concept in your class and am very
eager to try it out. It may have to be streamlined for an older audience but

the idea is the same. They should look in before they accuse the teacher for
giving them a bad grade.

Rationale:
Students often react impulsively about their grade. They feel buried and
helpless and often lash out at the teacher. By having the students fill out his
survey they have to think critically about their own study habits before
coming forward with complaints.

Analysis:
This is a simple way to get you and the student on the same page with
regards to their grades. Identify their weaknesses and from that you can
build attainable goals for them to work for in the future. I am more than
willing to meet students half way when it comes to their grade because I
dont want to see anybody fail. They just have to put in the necessary work
and have a realistic view of their own situation and they will be able to pull
their grade up in no time. The best part is they agree with you on their
weaknesses and it is now easier to hold them to a higher standard when the
start to slack again.

Jigsaw
Purpose:
To cover a variety of views on a particular topic or unit by breaking up the
reading into individuals or groups so they become experts on their
particular topic. Then they all reconvene as a class and share out.

Implementation/use:
Pick a series of articles you want read and break the class into the
appropriate amount of groups to match the number of articles. Have each
group read their different articles and have them annotate and take notes as
they go. Once they have all read the class will come back together and each
group will share out the pertinent details of their article while the rest of the
class takes notes. Repeat until all the articles have been covered.

Observation Notes:
I have done this particular activity many times and have seen it done just as
much. It is an excellent way for students to get presented with a variety of
information on a topic without having to do five individual readings. This
strips it down to what really matters in each article and that is what gets
presented. There is no waste or lengthy reading assignment. Everybody only
reads one article only.

Rationale:
It allows for a large amount of reading material to be stripped down and
presented. It gets the students to collaborate, which takes the pressure off
some of the more introverted students because the information they come
away from their reading with can be presented by anyone in the group. It
also keeps the students from having to do extensive amounts of reading,
instead they do one reading and the entire class learns about the important
details.

Analysis:
This is a proven method of getting a lot of material covered in a short
amount of time. By breaking up the information the students dont get
intimidated by the amount of work but still get all the information they would
have gotten if five readings had been assigned. Its brilliant.