I always find it interesting to read about other teachers strategies when it comes to classroom activities, this chapter is no exception. Beers offers very interesting insight into four different ways to prepare students for starting a new piece of literature. Some seem a little more productive than others, but I guess that all depends on your style of teaching and what type of medium you are working with. I can see these pre-reading strategies taking a couple years to perfect, but what doesn't. A teacher needs to learn to what helps their students the best and if that means using a tea party method instead of an anticipation guide, then so be it. The point being that a teacher needs to be prepared for any kind of situation and that no student learns in the exact same way as anyone else, that could mean changing things up a bit.
I also liked how we were given specific examples of these strategies being used. Fiction, non-fiction, a poem, a play, each one is different and can be looked at using anyone of these strategies, even though some cater to a more specific type. For example an anticipation guide seems like it might be for older students who can handle auditory with very minor visual help types of learning. Where as a K-W-L might be for a little bit younger group who are more dependent on seeing what is being discussed.
Each one serves it owns purpose at the same time as getting the job done, they seem like difficult tasks to manage, but I look forward to trying them out.
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