Transcript Webinar 4 PPT Anticipation Guide

Cross Discipline Literacy Network
CDLN Social Studies
Webinar 4
Anticipation Guide
April 11, 2013
4:30-5:30
Adobe Connect Pro Web
Conferencing Layout
•
If you have dialed in, please mute phones
• Chat Box: At least two presenters will be
watching the chat box.
• Raising hands: Click/Unclick
Session Goals
• Develop a common language around the literacy demands of
social studies
• Build capacity in content literacy strategies specifically suited
for social studies
• Develop an understanding of the literacy
strategy: Anticipation Guide
• Understand how the strategy coincides with the Common
Core
• Establish goals for experimentation with the literacy strategy
Introductions
1. Angela Lake
Grade 5 Teacher, Livermore Elementary School
2. Edith Berger Grade 6 Teacher, Miller School in Waldoboro
3. Mary Miller
High School Teacher, Boothbay Region High School
This session's strategy:
Anticipation Guide
Connections to the
Common Core State Standards
Provide students with authentic opportunities to
apply and develop literacy skills through social
studies content
The Anticipation Guide aligns with several CCSS
standards:
Reading
•
•Writing
•Speaking and Listening
What are the literacy demands of
Social Studies?
What do students need to:
read
write
think about
Literacy is reading, writing, speaking, listening and thinking. The
following skills are supported through literacy strategies:
Analyzing
Making Connections
Making Inferences
Monitoring Comprehension
Predicting
Questioning
Summarizing
Synthesizing
Text Structure
Visualizing
Vocabulary Development
Anticipation Guide
What is it?
Description
The anticipation guide is a questioning strategy that
assesses prior knowledge and assumptions at the
pre-reading/pre-unit stage. It then evaluates the
acquisition of concepts and use of supporting
evidence after reading. (Herber, 1978;Duffelmeyer & Baum, 1992).
Teacher Self Assessment Rubric
Frequency
1. I don't use this literacy strategy.
2. I occasionally use this literacy strategy.
3. I know this literacy strategy well and use it frequently.
Anticipation Guide
What is it?
How does it work?
How can it be used?
Anticipation Guide
What is it?
Purposes
• Forecasts and cues major concepts in the text to be read
• Motivates students to want to read text to see if prior
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knowledge is confirmed or disproved
Requires students to make predictions
Activates students' existing background knowledge and
sets purpose for reading text
Focuses readers on the main idea presented in the text
Helps readers assess for misconceptions and reader text
discrepancies
Creates active interaction between reader and text
Provides pre- and post- assessment information
Thinkquiry Toolkit 1 page 85
Elementary Level
Anticipation Guide
Sample
Student Sample 1 (Before)
Student Sample 2 (Before)
Middle Level Sample
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Gradient scale
Revisit each
statement as we read
Rephrase statements
to agree with revised
opinions
Based on the Anticipation Guide, what themes,
ideas or topics do you think we will be discussing
during this book?
Student 1: I think there is a war in this book and we'll have to
think about what side we're on.
Student 2: I think a crime will be committed, but they don't
know who did it because [statements] #2 and #3 are about
crimes.
Student 3: I think we'll be talking about seeing things from
different points of view because you're asking us to agree or
disagree and [statement] #6 is about our history goal [We learn
about the past from many different sources].
Student 4: I think a family will get involved in war and learn an
important lesson. Someone will die.
3. It's not stealing if you take it from your family.
Disagree: I think Sam is being selfish and his father needs the gun
more.
Agree: I haven't changed my mind because Sam needs the gun
more so he can defend the country.
Agree: I still feel the same as I did before. Family or not, it's still
stealing. Sam doesn't need the gun, he just wants to show off the
gun to his mates and lie about it.
Disagree: It's still stealing but it's also worse because if
something bad becomes of it, it's your family.
4. The Redcoats were cruel to the colonists, but
the Patriots were not.
Agree, now Disagree: Because the Continentals threatened to
kill Mr. Meeker [over the Brown Bess]. They didn't believe him
when he said Sam had taken the gun to be a soldier with their
own army. They didn't believe him because Mr. Meeker is a Tory.
Agree: I still agree because Tim's father was against the
American army and the soldiers probably were afraid the
Loyalists would attack [if they were allowed to keep their guns].
Student says: If we’re talking about [statement] # 3 and #4, we
also have to talk about [statement] #5. It’s Sam’s loyalty to his
country over his family that is the whole basis of the story, you
know. If Sam had stayed in college and hadn’t been so selfish,
none of this would have happened.
5. Loyalty to family is more important than
loyalty to country.
Agree: Your family is more important than your country because
if Sam gets killed the war will keep going. But the family will be
devastated. Tim would agree with this statement, but Sam would
not.
Not Sure to Disagree: Serving the country is important and
loyalty to family is important too, but serving the country is
really important. You're serving everyone.
Agree: I still agree because Tim wanted things to stay the same.
T: Can you expand on what you mean by "Tim wanted things to
stay the same"?
S: He wanted Sam to stay in college so he would come home
sometimes and Tim could see him. The war will happen whether
Sam joins the army or not, so he wants Sam to not join so he
won’t get killed and the family will stay together.
Brief example as applied to geography
We'll learn about other parts of the world and that's
geography.
The cane toad is geography because geography is
the study of the Earth and everything on it. The
cane toad is on it.
There's a map on the next page and that's
geography.
Geography and science are connected because we
need science to study the earth and everything on
it.
Brief example as applied to geography
I think it's the theme of movement because movement is how
ideas, people and products are moved around. The cane toad
was a product because it was moved to Australia to solve a
problem. BTW, epic fail!
Movement is the connection because the cane toads were
moved into Australia, but Place is important too because you
have to know that the cane toads would survive in Australia
because the climate was close to their home climate (physical
characteristic of place).
If Region is how places have things in common, then we could
say that where the cane toads came from and Australia had
weather in common.
I think the idea was a bad one and it moved the cane toads to
Australia. Now they'll have to move another idea to fix it.
HIgh School Units
•What
is the theme of the unit?
•What
are the important concepts they will learn?
•What
prior knowledge do they have?
•Is
there a hook?
•Personalize
it!
Anticipation Guide WWI
•What do you already know?
•Think about the following questions about WW1
and answer them the best you can by using
previous knowledge and/or educated guesses.
1. Who do you think said the following quote? Who was this person
talking to? "You will be home before the leaves have fallen from the
trees."
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George Washington
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Someone is telling a person going to war that they won't be gone long
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The President at the time, who sent the troops to war
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A wife whose husband just got drafted…trying to be positive.
· Answer: The Kaiser to his troops (Kaiser Wilhelm: address to
departing German troops, August 1914)
Some answers
Washington :Isolationism
Length of wars, life loss, etc.
Who is the Kaiser?
Who was US President?
How did the arms race in Europe contribute to World War I?
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It armed Europe
Every nation was developing new weaponry that was used in
the WW.
The arms race made certain countries have more advanced
guns than other countries. It gave them an edge.
It invented new guns that changed how the war was fought.
(Forecasts and cues major concepts in the text to be
read...now and later)
Do you agree or disagree with the following statements?
a)
b)
c)
65 million troops were mobilized worldwide.
Agree Disagree
More people died of influenza than fighting in the war.
Agree Disagree
The term “trench coat” was first used in WW1.
Agree
Disagree
d) Approximately 230 soldiers died every hour during WW1. Agree Disagree
e) The United State declared war when France did.
Agree
Disagree
f)
Women fought for the first time in WW1.
Agree
Disagree
g) Blinded soldiers used guide dogs for the first time in war. Agree Disagree
h) Doughboys were given IQ tests.
Agree
Disagree
i)
800,00 horses and 40,000 war dogs lost their lives.
Agree Disagree
j)
Walt Disney was a Veteran of WW1.
Agree Disagree
Forecasts and cues major concepts in the text to be read
•Motivates
students to want to read text to see if prior
knowledge is confirmed or disproved
•Requires
students to make predictions
•Activates
students' existing background knowledge and sets
purpose for reading text
•Focuses
•Creates
readers on the main idea presented in the text
active interaction between reader and text
•Provides
pre- and post- assessment information
High School Examples
Statement
The Military Expenditures during the Cold War exceeded 8 trillion
dollars, (One agreed and one Disagreed)
From The Text
"From 1948 - 1991, the total cost of the Cold War was $13.1
trillion" pg.
"The total cost has been estimated at $18.5 trillion"
(http://ordoinfo.org/post/1216651431/how-much-did-the-cold-warcost-everyone-from-1948)
.......................................................................................................
Statement
Proxy wars were fought throughout the duration of the Cold War.
From The Text
Typically proxy wars function best during cold wars, as they become
a necessity in conducting armed conflict between at least two
belligerents while continuing cold warfare.
(http://en.wikipedia.org/wiki/Proxy_war)
High School Examples Continued
Statement
The arms race was a ten-year period in which military bases
were supplied with weapons.
Answer
"It lasted much longer than ten years...see question #2."
.................................................................................
Statement
McCarthyism was a popular movement of the democratic
satellite countries.
Answer
In February 1950, Senator McCarthy charged that there
were over 200 "known communists" in the Department of
State. Thus began his dizzying rise to fame as the most
famous and feared communist hunter in the United States.
(http://www.history.com/this-day-in-history/mccarthy-armyhearings-begin)
Implementation of Anticipation Guide
Next Steps
Select an upcoming unit for implementing this strategy
Create and use at least 2 Anticipation Guides in your classroom
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Share Your Discussion Webs
At a Face-to-Face Session
On the Maine Learning Network Website
With a colleague
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Thank you very much for your participation.
Here is our contact information:
1. Mary Miller:
[email protected]
2. Angela Lake:
[email protected]
3. Edith Berger:
[email protected]
4. Kristie Littlefield:
[email protected]
Please remember to complete the survey at the
following link: