This is an
example of a DRTA (Directed Reading Thinking Activity) used with William
Steig’s The Amazing Bone. All
examples under each step are specific for this particular piece of literature
and would be different based on your selection of quality children’s
Literature: Steig, William. (1984). The
Amazing Bone. New York:
Level for this DRTA: 3rd
Motivation and Development of Background
Develop a “mystery box” with different items and have students put their hands in one at a time to try and figure out
what an object is based on the way it feels.
One of the items in the box should be a dog bone. Another
suggestion for activating schema and building background is to go through a
"mock" purse and see what someone might have in a purse (wallet, comb, lipstick,
Another suggestion for activating schema and building background is to go through a "mock" purse and see what someone might have in a purse (wallet, comb, lipstick, keys, etc.).
Ask students: What does the word "amazing" mean. Can you name things that are
amazing? Look at the picture on the cover of the book. Who are two characters you
would expect to be in the book? Is the pig a boy or a girl? Is the pig happy or sad?
Is the wolf a boy or a girl? Do you think he is nice or mean? What time of year
is it? How do you know?
What is in the pig's purse?
Set purpose for initial reading
Read from pages 1 through 7 to find out what the pig finds in the woods.
What amazing talents did it have?
Designate all stops, what questions you would ask to prompt for
predictions and give purposes for reading.
1. Read from page 7 to 11 to find out what scary thing happens to Pearl.
How would you feel if someone tried to steal something from you?
What should you do if some approaches you and asks for something of yours?
What do you think Pearl will do?
2. Read pages 12 and 13 to see what happens with Pearl and the robbers.
Why did Pearl and the bone laugh?
Do you think they will be involved in another adventure? What will it be?
3. Read pages 14 through 17 to see if another character seen on the cover of the books
shows up and what part he plays.
Why wasn't the fox afraid of the bone?
What do you think will happen when the fox gets Peal and the bone to his house?
4. Read 18 through 23 to find out what happens to Pearl when Fox tries to eat her.
What did the bone do to save her? Where did he learn that trick?
Could Pearl trust her parents with the truth? Would you be afraid to tell your
something you did not think they would understand?
List 1 reading skill you could focus on with this story.
Sequencing or characterization would work well with this piece
How would students practice this skill.
Students might draw pictures on cards to represent different things that
happen in the
story and then practice sequencing the cards.
Students might volunteer to “play” certain
characters in the book and act out the story.
Students could compare and contrast this book with other books that involve wolves as
evil characters. Students
could read other books by William Steig and build a display
board of his books, complete with student comments and activities based
on the books
(students would invent the activities).
For another example of a DRTA based on Koala Lou written by Mem Fox and illustrated by Pamela Lofts, visit this site:
02/21/2004 02:15:06 PM -0600