Comprehension Strategies
DRTA: [Direct Reading Thinking Analysis]Description: DRTA is a comprehension strategy that guides students in making predictions and asking questions about the text. Students predict what they are going to learn about before and while reading. The predictions are then confirmed or rejected depending of if students are able to find textual evidence to support them.
Purpose: The purpose of DRTA is to promote students to be active readers, by stimulating their prior knowledge, improving their comprehension, and supporting their reading and critical thinking skills. Procedure: 1. Introduce the appropriate leveled text to the students. 2. Describe the purpose of the DRTA and give a few examples of how to make predictions. 3. Encourage students not to be fearful of taking a risk with predictions and ones that may not be correct. 4. Use the outline below to guide the students through the strategy: • D = DIRECT. The teacher directs the students' to glance over the title, chapter headings, illustrations, and other materials to get them involved and thinking about what they are going to learn. The teacher uses open-ended questions to direct the student’s predictions about the content of the text, perspective of the text, or both. • R = READING. Students read to the first stopping point. The teacher prompts them with question regarding specific information in the text. The students then assess and refine their predictions if needed. This process is continued until the students have completely read the text. • T = THINKING. At the end of each section, students go through the text yet another time and think about their predictions. Students confirm or modify their predictions by finding supporting evidence in the text. The teacher asks questions such as: - What do you think about your predictions now? - What textual evidence did you find to support your predictions? - What did you read that instigated you to adjust your predictions? Classroom Integration: • During Guided Reading and Discussions • During Whole Group Reading and Discussions • During Science or Social Studies Non-Fiction Readings Variations: The reading should be broken into small sections so that the students have time to think about and process information. The amount of reading should be adjusted to fit the purpose and the difficulty of the text. (Moore, Moore, Cunningham, & Cunningham, 2011, p. 103) ("DRTA," 2007) ("Directed Reading Thinking Activity," 2001) DRTA ResourcesDirected-Reading Thinking Activity
• This source provides a description of the strategy as well as a graphic organizer and many examples of how the strategy can be integrated in multiple subject areas ("Directed Reading-Thinking Activity," 2000). Directed Reading-Thinking Activity • This resource provides an in-depth explanation of DRTA and the purpose it serves, as well as giving the step-by-step procedure of how to implement this strategy into the classroom ("Direct Reading - Thinking Activity," n.d.). How Writing Ties into the StrategyStandard: CCSS.ELA-Literacy.W.7.1.b
• Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. How Writing is Tied into the Strategy: The DRTA strategy is a process that has students make predictions and ask questions about their assigned reading material. This strategy ties in writing as students can write their predictions and write the questions that arise while reading. After students have read they go back and either confirm or refine their predictions depending on the evidence they had from the text to support them. Student can write summaries about how their predictions compared to the text. Tying in writing with this strategy helps students demonstrate their understanding and better comprehend the text. (Common Core State Standards, 2010, p. 42) |
Videos of DTRA (Hill, 2013)
Video: This classroom lesson uses the Directed Reading Thinking Activity Strategy to guide students through a discussion on Egypt. It is a guided reading lesson that is used as a comprehension strategy with special education students. Instruction: This video is provides a working example of the DRTA comprehension strategy and provides a teaching model for future implementation into the classroom. Throughout the video, there are annotations for teachers to follow and to help build a higher understanding of the process for using the DRTA instruction model. Student Engagement: This video helps students understand the steps when using the DRTA process to teach comprehension. It also provides a working example to ensure proper implementation. Assessment: The teacher could assess student knowledge and understanding after presenting the video. The assessment could include questions about the purpose behind this teaching strategy or the steps followed for implementation. (Altoidroy, 2010)
Video: This video provides a step-by-step description and short demonstration of the Directed Reading-Thinking Activity strategy to help students with comprehension. This lesson focuses on expository texts since the subheadings and headings Instruction: This video provides a resource for teachers as they work to gain an understanding of how to implement the DRTA strategy into the classroom. It is a very useful comprehension strategy when working with expository writing with students. Student Engagement: This video could help students understand the steps when using the DRTA process to teach comprehension. It offers a demonstration to help students understand the steps needed for proper implantation into classroom lessons Assessment: The teacher could assess student knowledge and understanding after presenting the video. The assessment could include questions about the steps needed for implementation. |