Focusing the Reader

Anticipation Guides

Before each reading, list several “provocative statements” that relate to important issues in the text. Ask students to rate the degree to which they agree or disagree with each statement. Use students’ opinions on these issues as topics for discussion. These discussions will prepare students to encounter these issues in the work. After the reading has been completed, reintroduce the statements and have students again record the degree to which they agree or disagree. At the end of the unit, have students choose one statement from the anticipation guide to use as the starting point for an essay.

Find examples in Additional Resources

K-W-L-R Charts

Before beginning the reading, list what students know (“K”) about the topic of the work. Include everything that students claim to know, even if that information is incorrect. This process will provide you with a greater understanding about gaps in students’ knowledge before even beginning the work. Have students list what they want to know about the topic by the time they have completed their readings (“W”). As students read the book, have them list the information they learn (“L”). After students have finished reading, find out which questions from the W list that the reading did not answer. Assign these questions to groups of students and give them one week to research the answers (“R”). Have each group give a five minute presentation on their topic. Because these questions were spring from the students’ curiosity they will internally motivated to complete this assignment.

Interrupted Summary

Choose a student at random to summarize the class readings. Before he or she has finished speaking, interrupt and call another student's name. Have the second student continue the summary where the first student left off. Continue calling students' names until the summary is completed. By randomly choosing students to summarize, you encourage students to pay attention, both to their reading and to class discussion. As your students get further into a work, you might consider changing the method. Instead you might have students provide a detailed description of a character rather than a summary.