The DRTA process encourages students to be active and thoughtful readers, enhancing their comprehension. The DR-TA begins with very open-ended or divergent responses and moves toward more accurate predictions and text based inferences as the reader acquires information from reading.
A short text that none of the students are familiar with, typed up on an over head project or A class set of the same text How do I pick the appropriate text? Basically any skill that pertains to the text can be employed.
After reading segments of a text, students stop, confirm or revise previous predictions, and make new predictions about what they will read next.
Students will be making predictions about what they will read about in the text, so it is important that you activate their prior knowledge on a topic that will allow them to make predictions about what might be included in the text.
However, it is important to remember that the three steps to using this strategy are always the same: This ensures that predictions are made with greater ease. Use all available clues, including the index, table of contents pictures, charts, and tables in the text. What do you think will happen now?
Can you prove it? Provide ample time for every reader to finish the text. Read through to the next point. They may also predict the story based on the pictures included.
It helps strengthen reading and critical thinking skills. Sometimes this will occur after a paragraph, other times after only a sentence. The teacher then prompts the students with questions about specific information and asks them to evaluate their predictions and refine them if necessary.
Students read up to the first pre-selected stopping point. Just for Fun AdLit. Be aware of the reading levels of each student, and be prepared to provide appropriate questions, prompts, and support as needed.
Read through to the next stopping point. Some of the elements to consider while choosing the text are: Directing Reading Maturity as a Cognitive Process.
Students read the next section and follow procedures in step two. Read through to the end of the story. The purpose of this strategy is to give the students skills so that they can eventually internalize reading skills such as, setting purposes for reading and summarizing what they have read.
Curriculum Materials, Literacy, K By: This cycle continues until text is read. Students read to confirm and revise predictions they are making. Introduce the text, the purpose of the DRTA and gives examples of how to make predictions.
Why use directed reading thinking activity? The teacher may summarize points that students make during the discussion, but should take care not to let his or her values or interpretations dominate.
What is the process that I need to follow? What did you find in the text Directed reading thinking activity caused you to modify your predictions? Modify Predictions Start reading the text.
Create and use the strategy Determine the text to be used and pre-select points for students to pause during the reading process. Chunk that text at its predictive points, and type it onto an overhead or into a word program if you have access to a projector and a screen.
Lesson Plan from the Video Text Used: In expository texts, good stopping points are often right after students have read a new heading or subheading in the text. Encourages students to monitor their comprehension while they are reading. Introduce the text, the purpose of the DRTA, and provide examples of how to make predictions.
Encourage the students to look at how their predictions changed and ask them what made them change their predictions. Why do you say that?The Directed Reading-Thinking Activity (DRTA) centers on open-ended questions about the reading experience.
This activity is designed to make students aware of their own interpretive actions during reading. Directed Reading Thinking Activity (DRTA) is a strategy that encourages students to use their minds while reading a text. It guides students to ask questions based on what they read, make predictions on the story line and read further to confirm if their predictions were right.
Directed Reading-Thinking Activity (DRTA) is a comprehension strategy that involves presentation, prediction, and continuation of reading.
The teacher directs the reading by promoting enthusiasm and interest through the introduction of a storyline, requesting. What is Directed Reading/Thinking Activity (DRTA)? Directed Reading/Thinking Activity is a teaching strategy that allows the guides the students through the process of making predictions based on the information that the text has provided them.
The teacher asks questions about the text, the students answer them, and then develop predictions about the text. into the initial reading of texts is the use of the Directed Reading Thinking Activity, developed in by Russell G.
Stauffer. Dramatically different from the Directed. The directed listening and thinking activity (DLTA) is a strategy that was first identified by Stauffer (). It is used with early childhood students or students who are not yet successful independent readers.
Teachers use this strategy to establish a purpose for reading with their students. With the use of this strategy students can become.Download