Strat Chat 2

Name: Catherine Stager

Date: 7-28-14
EDR 627
Section One:
Strategy- DR-TA: Directed Reading Thinking Activity
Source- GVSU Blackboard :Billmeyer and Barton, 2002 Directed Reading-
Thinking Activity Worksheet
Purpose- This strategy helps students keep track of their comprehension
before, during and after their reading. They also modify their predictions by
finding and using evidence found in the text.
Section Two:
Grade Level: 5th
Section Three:
Text- Our Wonderful Seasons by Elizabeth Marcus
DR-TA Bookmark Guide from Blackboard
DRTA Worksheet from Blackboard
Section Four:
1. Your introduction to the lesson/ activate prior knowledge
To begin this lesson I will ask the students what it means to make a
prediction. I will then scribe their answers and we will discuss what
they think a prediction is. I will then lead them to list out what we
need to make a prediction, such as background knowledge and
evidence. Predictions are so important when we start looking at an
unfamiliar text.
2. Modeling
I DO
I will then model with a text we already read so students can see what
a Direct Reading Thinking activity looks like. Now I know that we
have already read this book, but I feel that all of us will have a
clearer understanding of this strategy if we do it with a book that we
are familiar with. I will have a worksheet with me and I will go
through the familiar text modeling of how to fill out the worksheet
for our DR-TA. I will then go through steps 1-4 of the Worksheet
with the class assisting me.
Asking the same questions that the bookmark shares below. I will
Model looking at the title, subheadings and graphic aids. Then writing
down what I know about the subject in the first box. After going
through steps 1 and 2, I would have students turn and talk with a
partner and then have two students share what they noticed about my
modeling.
Now Im on step three of my directions, and Im going to write down
what I think may be true about my text in the second box. Class, what
should I write? (Choose a student and scribe their answer.) Moving to
step four I will be flipping through the book looking at the pictures
with the class and asking students to help me write down predictions
for the text.
Now we are going to be listening to our read aloud for number 5.
This is where Im going to switch my pen color from red to black, this
way I know that if its black Ive already read/heard the text and I
can go back and fix my predictions. Lastly I will ask students what
they learned from the text and scribe their summary in the last box,
box number four. I will be showing them how to scribe using the black
pen during this. After, writing the summary as a class, I will be
showing them how they can go back and fix their predictions based on
what they learned using evidence from the text.

WE DO
Now since all of you watch and helped me with a familiar text, all of
us are going to try this strategy out with a brand new text. (Each
student will have a clipboard, a worksheet, and a red and black pen.)
The lesson will be done whole group and we will go through the steps
again explicitly modeling this activity, like we just did with our familiar
text. (We will be repeating what I did in the I Do expect with a new
text whole class.) Students will be completing the worksheet whole
class then be released into partners to discuss their predictions and
modifications they need to make.
YOU DO
After students finish the example/ familiar text with me and are
confident in what to do, I will then start my new text and have
students complete the worksheet whole class. We will be going
through all the steps again and I will be stopping and pausing for
students to fill in their answers and modify them, during my reading
of the new text.
Lesson wrap-up
Students will be in partners to discuss their predictions and
modifications that they made. There will be copies of the text for
each set of partners; this way students have access to the text to
find evidence. Partners will then come back and share their
predictions, modifications, and evidence.
Section Five:
I will be collecting the students worksheets and walking around listening in
to hear partner conversations and chime if need be.
Section Six:
My two students really enjoyed the lesson. One student was more on task
than the other student though, but thats teaching. They were both
intrigued by the facts they learned and were excited to share their new
knowledge about the seasons.


DR-TA
Directed Reading Thinking Activity
Bookmark Guide

1. Introduction
-What do you already know about this
subject?
2. Predict
-Looking at the title, what do you
think the story is about? Why?
-Looking at the pictures, what do you
think the story will be about? Why?
3. Prove or Modify Predictions
After reading each section, answer the
following:
-What do you think now?
-Can you prove your predictions or do
you need to modify them?
-What do you think will happen next and
why?
4. Reflect
After reading the entire selection
answer the following:
-What did you find in the text to prove
your predictions?
-What proof did you find in the text
that made you modify your predictions?

DR-TA
Directed Reading Thinking Activity
Bookmark Guide

1. Introduction
-What do you already know about this
subject?
2. Predict
-Looking at the title, what do you
think the story is about? Why?
-Looking at the pictures, what do you
think the story will be about? Why?
3. Prove or Modify Predictions
After reading each section, answer the
following:
-What do you think now?
-Can you prove your predictions or do
you need to modify them?
-What do you think will happen next and
why?
4. Reflect
After reading the entire selection
answer the following:
-What did you find in the text to prove
your predictions?
-What proof did you find in the text
that made you modify your predictions?











Section Seven:
Lorrie Harrison
Compliments:
*I really enjoyed hearing about how you used the DRTA strategy with your
students!
*I liked that you modeled using the strategy with a different book that the
students were already familiar with. This is a great way to introduce the
strategy using something that they are comfortable with.
*Great idea asking them to complete parts of the DRTA in different color
pencils/pens. This is a good way for them to distinguish between what they
think they know and what is actual fact!
*Nice job with gradual release of responsibility. There was a clear
difference between "I do" "You do" and "We do".
Suggestions:
*You mentioned during our discussion wondering how this could be adapted
for kindergarten and first grade students - maybe try asking them to draw
what they know and their predictions, and have whole class discussions
throughout.
*After students work together as partners, try having them come back as a
whole group and share with everyone!

Question:
*Did students struggle to distinguish between "What I know" and "What I
think I know"?





Yanbo Chen
Thanks for sharing DRTA strategy and the wonderful lesson!
Compliments:
*I really liked the way that you have two color codes for writing. Students
can easily tell apart which one is prediction and which one is the writing
after reading.
*Going over the DRTA bookmarks before using them and guiding students
through the process is very beneficial for them.
*Students definitely benefit from turn and talk activity that you have added
in your teaching process.

Suggestions:
*Since you have elementary school students, you can try to change the
bookmark in an easier wording for better comprehension.

*Adding a title for each DRTA worksheet may be helpful for you to refer
back and classify students work.

Question:
Would you prefer using this strategy in small groups or in whole class? Why?






Section Eight: After presenting this lesson to my two students I did much
thought and reflection. Overall, I thought the lesson went very well with my
students, because of the explicit modeling. I felt that if I am clear with the
modeling they will have limited confusion when they try the strategy by
themselves. I also loved how excited my students got about this strategy.
The steps make you take your time instead of just rushing through the text
writing whatever comes to mind. It makes students that like to rush slow
down and think about what they want to write, before they write it. I will
definitely be using this strategy again, it covers all aspects of great
comprehension and prediction.