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MBA, Ph.D in Management
Harvard university
Feb-1997 - Aug-2003
Professor
Strayer University
Jan-2007 - Present
Quick Reminder: These are attached below to make it easier for you to read.
Instructions:
The Directed Reading Activity is a strategy that provides students with instructional support before, during, and after reading. The teacher takes an active role as he or she prepares students to read the text by pre-teaching important vocabulary, eliciting prior knowledge, teaching students how to use a specific reading skill, and providing a purpose for reading.
During reading, the teacher asks individual students questions about the text to monitor their comprehension. After reading, the teacher engages students in a discussion focusing on the purpose for reading, and follow-up activities that focus on the content of the text and the specific skill that students learned to use.
When you’ve completed the activity, write a summary and reflective analysis of the experience. Your summary should be at least 250–300 words and should be a description of how you completed the activity. Your reflective analysis should also be 250–300 words and should be your personal reflection of how the activity went. You should be answering questions like: What did you like about the DRA? What did you not like? Would you use this type of activity in your classroom on a regular basis? Why or why not? Is there anything you would change and do differently? If so, what? How did you find this assignment to be beneficial or non-beneficial?
If you are not currently teaching, arrange to conduct this activity with at least 3 children. Please be sure to follow the direction on the template in order to receive full credit for the assignment.
Purpose: Directed Reading Activity serves several purposes:
How to Use Directed Reading Activity
Example:
Suppose students are reading a text that discusses the history of cars.
Pre-teach vocabulary:
The teacher introduces the words “industry” and “economy” to students. For each word, the teacher writes a sentence from the text that includes the word. The teacher includes enough surrounding sentences so that students have sufficient context to figure out what the word might mean.
“In 1893 the Duryea brothers made a car from a wagon and called it a Motor Wagon. Three years later, they made thirteen Motor Wagons. That was beginning of the car industry.”
To help students define the word “industry,” the teacher encourages students to come up with other words that would make sense in place of “industry” in the sentence above. Students might come up with “business” or “enterprise.”
“Customers wanted cars that used less gas. Car designers came up with smaller cars. Autoworkers built economy cars such as the Ford Escort and the Chevy Vega.”
To help students define the word “economy,” the teacher encourages them to find clues in the surrounding sentences that give examples of what an “economy” car might be (e.g. a car that uses less gas and that it is smaller). Also, the teacher asks students what other words they know that sound like “economy.” For example, students may have heard of the word “economic.” The teacher encourages students to tell what they know about this word and what they associate it with (e.g. “money” or “finances”).
Elicit prior knowledge:
The teacher asks…
Teach students a skill:
This text includes numerous headings that will help students make predictions about what they will be reading about in the sections following the headings. Therefore, the skill that the teacher focuses on is, “How to use headings to help you understand what you read.”
Give students a purpose for reading:
The teacher says, “Read to find out in what ways the first cars were different from the cars we have now.”
Have students read silently:
As students are reading, the teacher asks individual students comprehension questions. For example, the teacher asks one student, “What is one way in which the auto industry changed during World War II?”
After students have finished reading, ask the purpose-setting statement as a question:
The teacher asks, “In what ways were the first cars different from the cars we have now?”
Engage students in follow-up activities:
One activity that the teacher has students do is the following:
Students create a time line of the events described in the text. They list the years on their time line that are presented in the text. Then, under the appropriate years on their time line, they briefly write down why that year is important in the history of cars.
Template:
Directed Reading Activity (DRA)EDUC 302 Instructional Practices for Reading Teachers
Complete the template below by typing in the white areas.
Teacher Candidate:
Student Grade Level:
Content/Subject Area:
Reading Selection (usually a textbook or nonfiction material):
Purpose for Reading:
Directions
DRA is a strategy that provides students with instructional support before, during, and after reading. The teacher takes an active role preparing students to read the text by pre-teaching important vocabulary, eliciting prior knowledge, teaching students how to use a specific reading skill, and providing a purpose for reading. (See textbook pp. 498-508.)
***After conducting the activity and completely filling out each section of the template below (each reading phase), write a summary (explain what you did and how you conducted the lesson) and a reflective analysis (this is your personal thoughts about the assignment…did you enjoy the experience, would you do it again, why or why not) at the bottom of this form. Both the summary AND the Reflective analysis should be 250-300 words each in order to receive full credit for the assignment.
MOTIVATION AND BACKGROUND BUILDING: Pre-Reading Phase
Appropriate activities may include the following:
· Vocabulary instruction
· Prior knowledge connection
· Skill Development (may be done throughout)
· Establish purpose for reading
· Predicting
· Teacher think-aloud
· Setting/location/context
· Development of time/historical context
*(type here)
GUIDED READING (SILENT AND ORAL): During-Reading Phase
Appropriate activities may include the following:
· Comprehension development
· Questioning
· Vocabulary skill instruction
· Prompts
· Teachable moments
· Character education
· Articulate predictions
*(type here)
SKILL DEVELOPMENT AND PRACTICE: Integrated Throughout
Appropriate activities may include the following:
· Word analysis
· Word recognition
· Vocabulary elaboration
· Study skills
*(type here)
FOLLOW-UP AND ENRICHMENT: After-Reading Phase
Appropriate activities may include the following:
· “Purpose for reading”- asked as a question
· Writing workshop
· Portfolio development
· Drama activities, readers’ theater
· Integrated curriculum hands-on projects
· Response through personal reflection or literature circles
· Mini-lessons: grammar, punctuation, sentence structure, phonics, spelling, etc.
· Computer instruction
· Spelling practice
· Comprehension strategies
· Integrated language activities
· Whole-class, community, or family activity
· Reading of related stories or genres
*(type here)
*Write your summary of the experience below (250-300 words):
*Write your reflective analysis below (250-300 words):
Attachments:-----------