Guided Reading (DRTA)
Experience in Teaching Reading
(10 points)

Guided Reading

Teach one DRTA.  This can be done with the Basal or with other "class sets" of books.  You do NOT have do this with the whole class ... small group is fine.  If you are placed in a kindergarten class you may select to do a Directed Listening Thinking lesson.   

You must use the FORMAT steps 1 - 7 as listed below.  Your paper must have the same headings and format. 

Directed Reading Thinking Activity - DRTA

        The DRTA is a general plan for directing children's reading of either stories in
        published reading series, trade books, or content area selections and for
        encouraging children to think as they read to locate a designated PURPOSES and to make PREDICTIONS and check
        their accuracy.

        In preparing a DRTA, the teacher should select points at which to pause so that
        the children can make predictions. These predications should be RECORDED on chart paper.
        Put the student's name beside each prediction.  See example below:

                    Sarah:  I think the wolf will be the bad guy in the story. 

        The following 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.

        Basic steps of a DRTA :

        ************************************************************************

      Literature:  Steig, W.  (1984).  The Amazing Bone.  New York:  Houghton Mifflin. 

        Targeted Grade Level for this DRTA: 3rd grade

Step 1: Motivation and Development of Background
Play "mystery" item game to introduce the bone. (I used a “mystery box” with different items and students put their hands in one at a time to try and figure out what an object was based on the way it felt). The items in the box (Yopp and Yopp - Book Box) all have something to do with the story.  Students make predictions about what part they will play in the story.  I record student predictions on chart paper with each child's name beside the prediction he/she made.  My goal is to engage students and spark enthusiasm toward the book. 

Step 2: Initial Predictions
 Ask students: What does the word "amazing" mean. Can you name things that are amazing? Do a Semantic Gradient with students using the words "amazing" and "ordinary."  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 other stories that have wolves as characters do you know?  What time of year is it? How do you know? What is in the pig's purse?  I prompt students to ask ME questions about the book that I will answer in YES/NO responses.  This is the next level of engagement where I am asking students to take a bit more information and make additional predictions more specific to the book. 

Step 3: Set purpose for initial reading
I ask students to read from pages 1 through 7 to find out what the pig finds in the woods (purpose) . Then I ask the following questions:  What amazing talents did it have? Which of the amazing talents that the bone had would you like to have?  Why?  What would you do with those powers?  What to you think the bone with do with its powers? Check initial predictions to confirm/negate predictions. 

What do you think is going to happen next?  (Record predictions on a chart, etc.)

Step 4: Continue to designate all stops, list 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? 
         What do you think is going to happen next? 

        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?
        What do you think is going to happen next?

        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
        parents something you did not think they would understand?
        What do you think is going to happen next?

        Step 5: List 1 reading skill you could focus on with this story.
        Use KY Core Content for Assessment to find the exact skill/strategy (scroll down the page until you find READING). 

          RD-E-2.0.7
         
Identify the organizational pattern in a passage:  sequence, cause and effect, and/or comparison
        and contrast.

        Step 6: How would students practice this skill.
        Students might draw pictures on cards and include TEXT 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 might make PowerPoint slides of the events in the story and show those to the class.

        Step 7: Enrichment activities.
        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).

Include a reflection of how you thought this teaching experience went.

       
 
  On-Line Resources for DRTA's:

Directed Reading Thinking Activities

Directed Reading-Thinking Activity (DRTA)

ED327218 1990-11-00 Developing Metacognition. ERIC Digest.

Internet Academy - Reading Resource Bank

Directed Reading-Thinking Activity


 Click HERE for an explanation of other Reading Methods.  

08/22/2005 07:38:22 PM -0500   Hit Counter