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EDUC 329 DRTA Presentation

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Megan Amann

on 26 January 2013

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Transcript of EDUC 329 DRTA Presentation

*Preschoolers can use Listening Thinking Activity Megan Amann & Morgan LeFebvre Directed Reading Thinking Activity Compare/Contrast Steps of the Strategy Who: All Learners

What: A Comprehension Strategy

When: During Reading

Where: At School or At Home

Why: To Strengthen Reading & Critical Thinking Skills

How: Individually, In Small Groups, or As A Whole Class Time to Reflect 1. Conduct a chapter survey

2. Write questions/predictions

3. Discuss questions/predictions

4. Read the text

5. Develop questions the text does not answer about the topic Key Components -Used with Narrative or Expository

-Validates Student Thought Processes

-Encourages Self-Monitoring

-Supports Scaffolding

-Promotes Flexible Thinking Overview -Supports reading comprehension

-Guides students through making predictions

-Increases students' interest in reading

-Encourages students to be active and independent readers Anticipated Point of Confusion An Open Forum of Discussion Related to the Passage ? ? ? ? ? ? Demonstration Guided Practice Many historians and scientists believe that the earliest people in North America may have traveled here from the continent of Asia many thousands of year ago. At that time, Earth was experiencing an Ice Age. Much of the water that separates the northern parts of Asia and North America would have been frozen at the time. It may have formed an ice bridge that people were able to walk across. Perhaps they were hunters following their food. Perhaps they were adventurous and wanted to explore. We do not know for sure. Their migration to North America, however, may make them the ancestors of the people we call Native Americans. We do know that the earliest North Americans were nomads. They traveled from place to place instead of settling in one place. Eventually, these nomads began to establish permanent settlements. They had already learned to gather plants growing in the wild. After a time, they began to learn about agriculture. Agriculture is raising plants and animals for human use. With more reliable sources for food, they didn't need to move around so much. As they began to look for more permanent homes, they paid attention to the resources of specific locations. They wanted to live near water sources, such as streams or rivers. This helped ensure that they could water their crops and take care of the water needs of humans and animals. It's not surprising, then, to discover that most early villages were located very close to water sources. People moved around less often than before. However, they were still slowly migrating to other areas. Every time a group or tribe moved into a different natural environment they had to adapt to the climate and resources of that area. The clothing they wore, the kind of houses they built and even the kind of food that they ate depended upon the region in which they lived. Over time, four major cultural regions developed in North America: the Eastern Woodlands, the Great Plains, the Pacific Northwest, and the Desert Southwest. Help with Teaching Reading Comprehension: Comprehension Instructional Frameworks Increasing Higher Level Language Skills To Improve Reading Comprehension Article Reviews DRTA Story Maps Both Promote high level language skills everyday in classrooms Simple View Bridges, M.S., Cain, K., Justice, L.M., & Hogan, T.P. (2011). Increasing higher level language skills to improve reading comprehension. Focus on exceptional children, 44 (3), 1-20. Retrieved from http://web.ebscohost.com.wsuproxy.mnpals.net/ehost/pdfviewer/pdfviewer?sid=eff18ae0-1753-4e58-ab8a-4f3f3b6b97c1%40sessionmgr13&vid=4&hid=11 1. Conduct a chapter survey

2. Write questions

3. Discuss questions

4. Read the text

5. Develop questions the text does not answer about the topic Steps of Strategy -Structured

-Narrative Texts

-Emphasizes Specific Information

-Leads Students To Comparable Conclusions The Basic Facts Trying Out DRTA DRTA -Focuses on Reading Comprehension

-Stops At Pre-Determined Sections

-Can Be Used By Readers Independently Example Story Maps -Graphic Organizer

-Important Elements In A Story Closure Conditions of Use & Modifications Conditions of Use Modifications -Reading Levels -Appropriate Questions -Necessary Prompts -Additional Support * As students become familiar with DRTA, they can learn to generate questions and predictions independently * Synthesizing Information --> Summaries --> Paragraphs --> Complete Written Reports -Less Structured

-All Texts

-Emphasizes Open Forum Discussion

-Leads Students General Questions and Predictions Questions Revisited Why Story Maps? -Structured and Guided

-Visualizations of text

-Draws the Reader Towards the Story Elements/Main Ideas

-Linear In Nature Questions To Think About 1. Directed Reading Thinking Activity
To Support Reading Comprehension

2. Used with narrative or expository, validates student thought processes, encourages self-monitoring, supports scaffolding, and promotes flexible thinking

3. Reading levels, appropriate questions, necessary prompts, additional support

4. Story Maps 1. What is DRTA and the purpose?

2. List 2 key components of DRTA

3. How can DRTA be modified for individual learners?

4. What competing strategy for reading comprehension was referenced in this presentation? Visual Mnemonic Desire To Learn
(D2L) -Supplemental Activities -Handout Needs to focus on language comprehension skills High Level language skills vs.
Low level language skills organizing principles or ideas five research-based frameworks
(SRE, QtA, CSR, PALS, and CORI) phases used to guide student learning Liang, L. A &, Dole, J.A. (2006). Help with teaching reading comprehension: comprehension instructional frameworks. The Reading Teacher, 59 (8), 742 - 753. Retrieved from http://www.jstor.org/stable/20204415. From Nomad to Farmer *What Kind of Kid? All Learning Styles & Abilities. All Grade Levels. No filmmakers were harmed in the making of this video!
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