Presented by:
Amanda Linthicum, Danielle Lucas, Patty HillMiller
 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
force
magnitude
newtons
I
Information
M
Memory Clue
 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?
Statement
Gold was found
in North Carolina
in 1849.
Thousands of
people moved to
North Carolina in
search of gold.
After Reading
Agree or
Disagree?
Prove It!
 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.
2.
3.
Students generate a list of words they know
related to a topic and then get with a
partner and group the terms.
After reading, students write down more
words learned and group and label them as
well.
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
 More pre-reading strategies and
handouts are all available at our
Weebly.
 This can be found at:
http://prereading.weebly.com


Merkley, D.J. (1996). Modified anticipation
guide. The Reading Teacher. 50(4), 365-368.
Wood, K. & Robinson, N. (1983). Vocabulary,
language, and prediction: A prereading
strategy. The Reading Teacher. 36(4) 392-395.