Directed Reading-Thinking Activity
Running head: DIRECTED READING-THINKING ACTIVITY
Directed reading-thinking activity
Sterando Davis
University of Phoenix Online
MTE 542
Reading Strategies for Secondary Settings
Myrna Karp
July 7, 2010
Directed reading-thinking activity The learning atmosphere created for a Directed Reading-Thinking Activity (DR-TA) is paramount in the instructional practice and strategy’s success. The DR-TA is used to foster critical awareness by moving students through a process that involves prediction, verification, judgment, and ultimately extension of thought. It improves reading and supports readers at all levels. The method works well for readers at all grade levels and ability levels, as well with a range of texts. It also allows readers to self-assess their level of understanding prior to continuing or, should the results prove unsatisfactory, return to the confusing parts for further clarification. As teachers use pre-reading, guided reading, and post-reading strategies, students will learn, practice, and internalize these strategies that are essential lifelong learning skills for reading, writing, understanding, and interpreting content specific materials. Students are administered an inventory of strategies used during in-classroom reading studies. Strategies—pre-reading, guided reading, and post-reading—are applied to the content area of English literature. This class is designed to give students the necessary skills of previewing and reviewing printed text, activating prior knowledge, processing and acquiring new vocabulary, organizing information, understanding visual representations, self-monitoring, and reflecting. The book used for this class is Lewis, (1950), The Chronicles of Narnia: The Lion, the Witch and the Wardrobe. The chapter selected is chapter one and two: Lucy looks into the wardrobe, and what Lucy found there.
Pre-reading
Pre-reading strategies are often addressed in lesson plans prior to the start of a novel or a
Directed reading-thinking activity
Sterando Davis
University of Phoenix Online
MTE 542
Reading Strategies for Secondary Settings
Myrna Karp
July 7, 2010
Directed reading-thinking activity The learning atmosphere created for a Directed Reading-Thinking Activity (DR-TA) is paramount in the instructional practice and strategy’s success. The DR-TA is used to foster critical awareness by moving students through a process that involves prediction, verification, judgment, and ultimately extension of thought. It improves reading and supports readers at all levels. The method works well for readers at all grade levels and ability levels, as well with a range of texts. It also allows readers to self-assess their level of understanding prior to continuing or, should the results prove unsatisfactory, return to the confusing parts for further clarification. As teachers use pre-reading, guided reading, and post-reading strategies, students will learn, practice, and internalize these strategies that are essential lifelong learning skills for reading, writing, understanding, and interpreting content specific materials. Students are administered an inventory of strategies used during in-classroom reading studies. Strategies—pre-reading, guided reading, and post-reading—are applied to the content area of English literature. This class is designed to give students the necessary skills of previewing and reviewing printed text, activating prior knowledge, processing and acquiring new vocabulary, organizing information, understanding visual representations, self-monitoring, and reflecting. The book used for this class is Lewis, (1950), The Chronicles of Narnia: The Lion, the Witch and the Wardrobe. The chapter selected is chapter one and two: Lucy looks into the wardrobe, and what Lucy found there.
Pre-reading
Pre-reading strategies are often addressed in lesson plans prior to the start of a novel or a
References: Greece Central School District, (2004). Reading strategies: Scaffolding students ' interactions with texts: Sociogram. Retrieved September 3, 2007, from http://www.greece.k12.ny.us/instruction/ela/612/reading/Reading%20Strategies/sociogram.htm Lewis, C Saskatoon Public School Division, (2004). Instructional strategies online. Retrieved on September 3, 2007, from http://olc.spsd.sk.ca/DE/PD/instr/strats/responsejournal/ Vacca, R. T. and Vacca, J. L., (2005). Reading methods for secondary settings. Pearson Custom Publishing.