G.+Anticipatory+Guide



**ESL Students and Literacy**

According to Nunez, the five essential components to teaching literacy to ESL students are phonemic awareness, phonics instruction, vocabulary development, reading fluency and reading comprehension skills (2002). Using anticipatory guides in ESL instruction can help students by focusing their comprehension skills. Using the guides, we can present questions to get the student thinking before they even begin reading.

Anticipatory Guide Example

The following is an example of an anticipatory guides using the book, //Grandfather's Journey// by Allen Say.


 * Title**: Grandfather’s Journey
 * Author**: Allen Say
 * Publisher**: Houghton Mifflin
 * Publication** **Date**: 1993
 * Grade** **Level**: 3rd-4th Grade
 * Language Proficiency**: Beginner to Intermediate


 * STRATEGY**: Anticipatory Guide (Pre-Reading, Reading, Post Reading)

1. Pre-reading: Prediction 2. Reading: Reading for comprehension and meaning 3. Post-reading: Evaluation
 * SKILLS**:


 * MATERIALS**: Literature book, anticipatory guide, large world map

R.1.3 Comprehend simple phrases, sentences, paragraphs, and passages. R.1.4 Use contextual clues to identify meaning of language (relationships between words, syntax, morphology, context, cognates). R.3 Comprehend written instructions. R.3.1 Follow one-step directions. R.6.1 Draw inferences, conclusions, predictions, generalizations R.6.3 Use knowledge of sentence structure to comprehend text. R.7.2 Identify author’s opinion, perspective, point of view, purpose, motivation, stance, or position. R.7.3 Analyze character (including traits, roles, motivations, conflicts, points of view, relationships, and changes).
 * ESL STANDARDS**:


 * METHOD**:
 * Set**: TTW show a world map. Students will use a pin to show what country their family comes from. Teacher and students will make a class graph showing all the heritage countries represented in the class. Students will engage in discussion about countries.


 * Instruction**: TTW introduce and share the book with the class. Students will do a picture walk through the book. Vocabulary will be introduced.

Independent activities: Students will work individually on completing the “during reading” questions if not already complete and the “post reading” questions.
 * Modeled** **Activities**: Students will work in pairs on the anticipatory guide. With teacher support, TSW read the pre-reading questions and write a response. TTW read the “during reading” questions with the students. TTW read the story as students follow along with the text.


 * Sharing**: Students will then get in groups of 3 or 4 and share their experiences and responses. These smaller groups will then share their class responses with the whole class.


 * Assessment** **Tools**: Completed anticipatory guide, Observation of class presentations



Grandfather’s Journey: Anticipatory Guide

__**Pre-Reading**__
 * Look at the pictures. Where do you think the story is taking place? ||  ||
 * Pick an illustration on a page. What do you think is happening in the picture? ||  ||

__**Think of these questions while reading/listening to the story.**__
 * Where was Grandfather born? ||  ||
 * What land did he learn to love? ||  ||
 * What stopped Grandfather from returning to California? ||  ||

__**Post reading**__
 * Grandfather loved two countries. Think about your family. Do you think your parents might miss their native country? ||  ||
 * Where is your family from? ||  ||
 * Would you like to go back or for a first visit? Why? ||  ||
 * What would you miss about Tennessee and your current home? ||  ||

Resources & References

Nunez, B. (2002). English language learners and the 5 essential components of reading instruction. Retrieved from []

Check out this website for more information about Allen Say. []

Christina Ontiveros Pre-K Teacher contiveros@k12tn.net