The Goal Of Anticipation Guide Strategy

The question that I have chosen for my inquiry project is: How can you improve performance in a first grade classroom with Guided Reading? I am interested in this since I teach first grade. As a first grade teacher I am always looking for ways to improve my class’s performance. Guided reading offers support to the students as they are learning. Rogoff suggested that “adults support children’s learning by structuring the task’s difficulty level, jointly participating in problem solving, focusing the learner’s attention to the task, and motivating the learner.” (Frey & Fisher, 2010, 84).

Use an anticipation-reaction guide to help students link new and prior knowledge and activate students’ interest and curiosity for the topic, promoting motivation and

The approach to the reading of the novel would be varied. It is anticipated that the class study would begin with a shared reading of the opening chapter to foster students' interest. A prepared reading by the teacher is usually much more involving than a hesitant reading-around-the-class activity (Sykes, n.d.). The aim is to motivate each student to read the

The second learning outcome is General Outcome 2, “Comprehend and respond personally and critically to oral, print and other media texts” (Alberta Education, 2000, p.16). The educational assistant was successful in developing this learning outcome by having the students re-read and pre-read chapters together. Repetition helps improve speed, memory, confidence and understanding. The students are spending a lot of time sharing ideas, discussing, exploring and explaining their understanding with each

Why do pre-reading strategies that activate prior knowledge and raise interest in the subject prepare students to approach text reading in a critical frame of mind?

The first time I went to observation I was in his final period of the day. This class had around twenty-five to thirty students in this class. His final class is his AP English class. During this day their first assignment for the class was a writing assignment to help prepare them for the AP exams. Using this authentic activity will help the students prepare for this upcoming exam. While the students were writing their responses, John Dolphin explained to me that at first he had an outline which the students had to follow, but know they write their responses all on their own. This scaffolding made the students more independent on what they had to write about since he kept taking away more and more directions (Ormrod 2014). He explained that at first he wanted to have them write the

[ ] In order to build on the children’s understanding and content knowledge, lesson one’s purpose is to engage the children through making a prediction based on the text, pictures, and title. Lesson two builds on the language and literacy by continuing with using the mentor text, “Fancy Nancy” and using the rich academic language associated with the central focus of predictions. For example, each lesson has a distinct objective in which the activities are built on but all three lessons build on each other by incorporating similar academic language and literacy. The children start out in a whole group setting and are actively engaged through discussions and sharing activities. The children are then scaffolded into independent reading and activities to assess their understanding of the content objectives. They then use their prior knowledge and rich vocabulary to successfully complete the objective of each lesson through verbal discussions, independent work, and physical movement. In lesson one, the children are actively engaged through participating in a gallery walk. This gallery walk is done with the children’s table groups and encourages community and social interactions. During this activity, the children will work together to activate their prior knowledge of predictions and record through writing what they

To assist students to “read with purpose and anticipation,” Vacca et al. (2014, p. 173) suggests, in their book Content Area Reading: Literacy and Learning Across the Curriculum, that teachers need to “create an instructional context” that activates their students’ “prior knowledge” and helps them to become interested in a lesson. Throughout chapter six, “Activating Prior Knowledge and Interest,” Vacca et al. (2014, pp. 172-173) explain instructional strategies that can lead students to “read with purpose and anticipation.” This chapter presents the reader with a plethora of instructional strategies and means for applying them, along with example for real educators. As I journeyed through this chapter, I discovered many instructional strategies,

Recently, according to Lucero & Montanero (2012) in their article Rhetorical structure and graphic organizers: effects on learning from a history text research on reading comprehension has evolved from not only strategy teaching to the analysis of activities to promote constructive learning (Lucero & Montanero, 2012). In order to comprehend an academic text, readers are required to consistently evaluate, elaborate and review text information. These types of inferential activities will promote an active role in the student 's task and in turn improve the quality of the process. This aligns perfectly with the basic definition of inquiry learning. Again, this supports how teaching nonfiction reading strategies early on to elementary students will help them be successful within an inquiry based learning system. Lucero & Montanero (2012) suggest that some of these engagement activities teachers could use are summarizing, asking and answering text-based questions , thinking aloud during reading and designing graphic organizers to aid student comprehension (Lucero & Montanero, 2012).

The teacher should aid discussion to focus students’ attention on key areas as well as prompting students by pointing out ideas from their “K” section and asking what more they would like to know about this. Each student must then write down 2 or 3 questions for “what I Want to know” (Appendix C) based on their own personal interests of the topic (Ogle, 1989). Asking their own questions encourages students to go beyond the lesson content to work out their own explanation rather than simple rote learning questions and answers from text books (McConachie et al., 2006). Both the class brainstorming activity and small group discussions encourage accountable talk, which aids students’ understanding as they must learn how to verbalise and rationalise their ideas (Michaels et al., 2010). This element of the activity also incorporates prediction. Students must decide “what I Want to know” based on what they predict the text is about from the pre-reading activity (Gibbons,

315-317) was used throughout the lesson in order to give the students an example of how to use the strategies that were taught. Before children would work on assignments alone, the teacher would model exactly what is expected of them, and keep examples of what was modeled during the lesson so the students could look back to it if they need to. Read-alouds (Cooper, 2015, p. 37) were used in this lesson to really help children to focus on certain topics of the text. “Sometimes the best way to help children understand a particular piece of text is to read it aloud to them and discuss it with them” (Cooper, 2015, p. 37). Think-alouds (Cooper, 2015, p. 30) were incorporated into this lesson when trying to explain how to use the strategy of character mapping. Think-alouds are a great way to explain to students how to use a specific skill or strategy so that they can have a better time comprehending it. Semantic maps (Cooper, 2015, p.83) were used in this lesson for brainstorming ideas from the text to later reference when making illustrations and creating short responses to the text. This strategy is also a great tool for second-language-learners because it helps to narrow down the specific parts in the text to help create more details of the topic being taught. Cooperative “popcorn” sequencing(Annenburg Learner, 2015) was used in the lesson to allow a variety of students to participate in the

Roehrig, Pressley, and Sloup (2001) state that teachers should determine what strategies a student might be using when reading and then assist them in learning

I agree with your thoughts on how law enforcement agencies should implement better strategies that will mold our youth while they are young because I believe early involvement will to be very effective approximately ten years from now. Law enforcement agencies can strengthen the recruitment process by implementing the following things like explorer and cadet programs, internships within their communities, as well as mentorships through young adults and their agencies. There are several reasons why these programs will be effective overall when it comes to recruiting and retaining police officers. Having said that, many of the programs demonstrates the importance of becoming a law enforcement officer and if the youth completes any of these

In Chapter 3, “Focusing the Reader” of Deeper Reading, Kelly Gallagher provides pre-service teachers with a greater understanding of the importance of frontloading students with background knowledge of readings. She explains through an anecdote that prior knowledge leads students to be “better prepared to read more, to comprehend more, and to learn more” (26). Without prior knowledge, students are unable to understand and retain information as well because, as Gallagher explains, it “helps you attach meaning when reading the passage” (27). Teachers should gauge students’ prior knowledge to the text before beginning with a unit to understand how to teach their students in a more meaningful manner. There are two key elements that Gallagher points out, through the reading of David Sousa, in how to frame information for students: “…be certain that today’s curriculum contains connections to their past experiences, not just [the teacher’s]… [And] how a person feels about a learning situation determines the amount of attention devoted to it” (28-29). These two points mean that: a teacher must connect students to personal experiences in order to bring to light universal issues in a text that they may not necessarily connect with on their own, and a teacher must be able to show purpose in the text that is “valid and worthwhile” (29) for the

Explicit instruction is important in connecting to prior knowledge and skills when beginning a learning sequence (Australian Curriculum and Reporting Authority, 2016). It helps to lay the foundational areas of reading and literacy as a whole in the early years of schooling. Effective reading instruction builds on what children already know, how students learn and on what degree of support they need to become successful in reading/learn and apply new information (Archer, 2011, p.18). Here the idea of scaffolding is evident where “the support provided by the teacher (or another student)…bridge(s) the gap between their current abilities and the intended goal” (Rupley, Blair and Nichols, 2009, p.129). It is important for students who are learning something new, to have the opportunity to have it explained, the opportunity to apply that information guided by their teachers and the opportunity to apply it independently (Archer, 2011). Through an explicit approach the responsibility for learning shifts from teacher to student as they gain confidence and competence with reading. Reading is not an automatic process and must be taught, “explicitly, systematically, early and well” (National Inquiry into the Teaching of Literacy, 2005, as cited in Hempenstall, 2016,p.5). Building on this, it is not enough for explicit instruction to be effective; it must also be efficient so that students can meet outcomes as soon as possible and are given the opportunity to apply it. This highlights