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Name:Directed Reading-Thinking Activity (DR-TA)Type: StrategyLiteracy Skill: Prediction, Listening, SpeakingDomain: ComprehensionGrade Level Uses: 2-20PAR Use: Uses all three phases of PAR framework; Involves the reader before, during, and after reading.Researched, Field Tested: YesCreator:Preparation Steps: 1. Find a test that you would like students to use to predict what will happen; Can be Fiction or Non-Fiction. 2. Make a column chart with “my prediction” and “what really happened” as the headers.Application Steps:1. Previewing: Students pre-read (fiction) or study (non-fiction) the title, pictures, subtitles, charts, maps, graphs, summaries, conclusions, and end of chapter questions, and introduction.2. In fiction readings, the students then make a hypothesis about what they think will happen and why.3. In non-fiction readings, the next two steps happen: Decision making (what is known after previewing and what do we need to learn) and Writing (writing specific questions students need to learn). 4. Next for both types of reading is to read the content. Fiction readers find out if their predictions were right. Non-fiction readers find the answers to their questions.5. Reflecting on the reading for both types of reading. Fiction readers check on individual and group hypotheses. Non-Fiction readers defend their inferences by referring to the text or change the answers to their questions. Things to watch out for: Having students write what actually happened in their two-column worksheet can help the teacher check to see whether the student is actively predicting and taking part in the reading process. If they do not do this step or what they write here is obviously wrong it is an indication that they have disengagedand may need some special attention.Description/Application: DRTA helps students understand that each segment of the text can help them figure out the next segment. There are three basic steps: predicting, reading, and proving. Predicting prepares the reader for comprehension. The predicting steps build purpose for reader. When readers are asked what they think might happen next and then read to verify their predictions, they are being encouraged to read purposefully. Also, the teacher does not ask traditional after-the-reading questions. The post-reading reflection phase enables the teacher to have students do higher-level thinking in evaluating what they thought about the text. DRTA lessons help teachers to model the reading process at its best.
Name:Extended Anticipation GuideType: StrategyLiteracy Skill:Reading InstructionDomain: Comprehension -PredictionGrade Level Uses: 3-12Special Population: N/ACognitive Process: Classification and othersPAR Use: AssistanceResearched, Field Tested: YESAuthor/Creator: Duffelmeyer, F.A., Baum, D.D., & Merkley, D.J., 1987Preparation Steps1. Create the three column Extended Anticipation Guide to give to Students.2. Make sure reading is relevant to Guide.3. Complete the Anticipation Guide and Extended Anticipation Guide in order to test the strategy.Application Steps:1. Students will read text.2. Students will get into groups3. If students find support for the answers given in the Anticipation Guide they will check support. 4. If students do not find support they will check off no support and give a reason in their own words.Differentiation: This strategy will work for all areas of learning. The questions in the anticipation guide will need to be altered tofit the subject and the chosen reading would need to be relevant to the area of study and to the question of the Anticipation Guide.The strategy is not suggested to use with students who cannot read, write, talk and form ideas. For older students I wouldask them to write down the statement or page to show what fact they found in the reading that supported the answer they chose in the Anticipation Guide.Things to watch out for: Make sure the students are writing their reason for no support in their ownwords. Make sure all the students are participating when they are set in groups.Description/Application: The Extended Anticipation Guide is an assistance strategy that creates discussion, reinforces or verifies information that students have learned, and allows students to modify predictions to take into account new insights and information.