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Lesson Plan

Guided Comprehension: Previewing Using an Anticipation Guide

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Guided Comprehension: Previewing Using an Anticipation Guide

Grades 3 – 6
Lesson Plan Type Recurring Lesson
Estimated Time Three 60-minute sessions
Lesson Author

Sarah Dennis-Shaw

Avon, Massachusetts


International Literacy Association



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From Theory to Practice



In this recurring lesson, students use an anticipation guide to preview and make predictions about texts. The lesson begins with teacher-directed whole-group instruction in which students are introduced to the concept of previewing and guided in completing a prepared anticipation guide for Teammates by Peter Golenbock. Students are then given an opportunity to complete a portion of the anticipation guide independently. In the days that follow, students work in both teacher-guided and student-facilitated groups to extend their use of the previewing strategy with other texts. Finally, students discuss as a class how using anticipation guides helped them better understand the reading.

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screenshot of Blank Anticipation Guide Blank Anticipation Guide: Use this printout to help students make and confirm predictions about the stories they read.


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McLaughlin, M., & Allen, M.B. (2009). Guided comprehension in grades 3-8 . Newark, DE: International Reading Association.

  • Guided Comprehension is a context in which students learn comprehension strategies in a variety of settings using multiple levels and types of text. It is a three-stage process focused on direct instruction, application, and reflection.

  • The Guided Comprehension Model progresses from explicit teaching to independent practice and transfer.

  • Previewing is a comprehension strategy that involves activating prior knowledge, predicting, and setting a purpose for reading.

  • Current studies demonstrate that when students experience explicit instruction of comprehension strategies, it improves their comprehension of new texts and topics (Hiebert et al., 1998).


Hiebert, E.H., Pearson, P.D., Taylor, B.M., Richardson, V., & Paris, S.G. (1998). Every child a reader. Ann Arbor, MI: Center for the Improvement of Early Reading Achievement (CIERA).

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