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 :
- Students make Predictions about the text
- Teacher sets Purpose for Reading (only 1 or
2)
- Students read silently - each student must
have their own copy of the book/text - to find the answers to the "purpose"
and to confirm/negate predictions (with a partner, individually if the print
is at an independent level, with an adult helper in the classroom, with
students in another grade level, with a book on tape, on the computer, etc.).
In a DLTA the teachers sets a purpose for listening and then either reads
aloud, plays a portion of the book on video/audio/computer generated, etc.
- Confirm or Revise predictions - revisit the
predictions chart to see if any modifications need to be made. Check to
see who can find the answer to the PURPOSE set - the "answer" is usually read
aloud by a student so that all might hear the words as they are in the text.
Other conversation with students at this point should focus on open-ended
Socratic questions that prompt THINKING and synthesizing of information.
- The cycle of predictions and setting
purposes begins again until the end of the text.
************************************************************************
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
