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Directed Reading-Thinking Activity (DR-TA) Kendell Mull.

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Presentation on theme: "Directed Reading-Thinking Activity (DR-TA) Kendell Mull."— Presentation transcript:

1 Directed Reading-Thinking Activity (DR-TA) Kendell Mull

2 What is it? strategy for comprehending fiction all grade levels, all proficiency levels Language Arts or any fiction text whole-class effective w/ short stories, cliff hangers

3 Prediction: I think ______ will happen Rationalizing: because_____. Reading: (Read story.) Proving: _____ did/did not happen because _____.

4 Predict “With a title like ____, what do you think this story will be about?” “What do you think will happen next?” “What do the pictures make you think will happen?”

5 Rationalize “What makes you think that will happen?” “Where did you get that idea?” “Tell me more about that.”

6 Read “Look to see if that happens as we read!” “Did _____ happen as we predicted?” “Let’s read to find out.”

7 Prove “Where did you get that idea?” “Did that happen? Why? If not, why not?” “What makes you think so?”

8 Revisit Predictions impacts comprehension metacognition understanding characters, author purpose short story - quickly prove/disprove

9 SIOP SWBATs Content Language

10 Justifying Predictions sentence frames: -I predict ___ will happen because ___. -I wish to change my prediction to ___ because ___. -My prediction was confirmed when ___. -My prediction was disconfirmed when ___.

11 Vote Focus on Chapter

12 Higher Proficiency Level Lesson Students will watch a teacher model the DR-TA process with a book of her own. They will then be allowed to choose their own books per group from a list of developmentally appropriate books. The students will be required to give certain information at the beginning of each chapter. (sentence frames, predictions, justification through drawings or citations of page and paragraph number.) students should read a chapter a week at home and they will be given time to discuss their predictions and what was read. They will have a product to create via illustration and one sentence caption of how a group-member’s prediction did or did not come true. This is an activity appropriate for all LP levels because it allows students lots of time to read on their own, time to discuss points of confusion, and the ability to work together so that there is less pressure.

13 Medium Proficiency Levels The teacher will have a discussion with students about the cover of a book. The teacher will model how to create a prediction about the book based on the image and title. Students will group off together and decide collaboratively what would be the two predictions most likely to come true in the first chapter. Each group will share their favorite prediction. The class will then read the chapter, stopping after each two pages to discuss what has happened, make changes to predictions, and talk about what predictions have or have not happened. Afterward, the class will discuss which predictions were correct or incorrect. This will work well with all LP levels because students will use only titles and images to come up with their products. They will work collaboratively which alleviates pressure and helps work through language issues.

14 Lower Proficiency Level Lesson Students will gather for reading time and teacher will pull out The Little Mouse, The Red Ripe Strawberry, and the Big Hungry Bear. The teacher will ask students predicting questions before reading (based on title and pictures) and during reading (based on what has happened and illustrations). Then she will ask students questions about their previous predictions, whether or not they came true, and why. The teacher should use questions like the examples in previous slides. The next day, the same activity can be performed, but with the students doing independent work with sentence frames as the teacher reads and pauses to let them work. This will work well for all LP levels because students use images what they have discussed having happened. Students are exposed to many versions of the story through teacher and student discussion and analyzing of images.

15 CCGPS & WIDA Elementary Standards Met ELACC2RI1: Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. ELACC2RL7: Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. High School Standards Met ELACC9-10RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELACC9-10SL4: Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. ELACC6SL1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly. WIDA This strategy incorporates WIDA suggestions through: the use of illustrations to understand a story participating in whole-group discussions many other language-supportive methods Middle School Standards Met

16 Questions 1.What would you do to assess that all students are creating predictions and justifying them? 2.What would be the benefit/(s) of using short stories over using chapter books?


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