Thinking Activity Assignment
EDUC 302
Directed Reading-Thinking Activity Assignment
Instructions
Overview
The Directed Reading-Thinking Activity Assignment builds critical awareness of the reader’s role and responsibility in interacting with the text. It involves readers in the process of predicting, verifying, judging, and extending thinking about the text material.
Instructions
For this Directed Reading-Thinking Activity Assignment, you will need to work with at least three elementary or middle school-aged students who are close in age and can meet at the same time. This will give you a hands-on classroom-type experience. Choose a reading selection that is age-appropriate for the student with whom you will be working. The reading selection can be a narrative, informational text, story, etc. As you work with the students, follow these directions:
1. Have students focus on the title and illustrations, and ask them:
· What do you think this story will be about?
· Why do you think it’s about that?
2. Write the students’ predictions on a chart, paper, or the board.
3. Direct the students to read to a logical predetermined stopping point, then ask:
· Now that you’ve had a chance to read the beginning of the story, what do you think it’s about?
· Would you like to change your predictions or make new ones?
4. After the predictions have been changed or refined, ask why they made the change, or find the specific part in the book that made them think that.
5. Redirect questions as needed.
6. When there are no more ideas, direct students to read the next segment of the book silently.
7. Ask similar or other related questions.
8. Have students continue reading the book, stopping at logical predetermined points, and engaging in the same cycle of questions until the story is finished.
After you have read with your students, complete the Directed Reading-Thinking Activity Template. Make sure you fill in the three questions in the top portion, add your student’s names, use checks where appropriate in the middle section, and write either confirms or refutes for the last row.
At the bottom of the template, you will type a summary of at least 250 words that thoroughly explains how you conducted this assignment. Then type a reflective analysis of the experience in at least 250 words to thoroughly explain how you felt about the experience and if you would use it in the future. This must be submitted as one Word document and not as a PDF.
· Direct Reading-Thinking Activity is discussed on pages 337-338 section 11-2b in the textbook.
As you work with the children, complete the Directed Reading-Thinking Activity Template provided in the Resources section. Compare your submission to the grading rubric provided.
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EDUC 302
EDUC 302
Directed Reading-Thinking Activity Template
Teacher Candidate (your name):
Students Grade Levels:
Reading Selection (narrative, informational text, or story):
Directions
See text pages 337–338 for details and examples. You need to conduct this activity with at least three elementary/middle school-aged children at the same time.
1. Have students focus on the title and illustrations and ask them:
· “What do you think this story will be about?”
· “Why do you think so?”
2. Write students’ predictions on chart paper or the board.
3. Direct students to read to a logical stopping point. Then ask:
· “Now that you have had a chance to read the beginning of the story, what do you think it is about?”
· “Would anyone like to change predictions or make new ones?”
4. After students have made or refined predictions, ask:
· “How do you know? Read the lines that prove it.”
5. Redirect questions as needed.
6. When there are no more ideas, direct students to read the next segment of the text silently.
7. Ask similar questions and other related ones.
8. Have students continue reading the text, stopping at logical points, and engaging in the same cycle of questions until the story is finished.
9. Complete the template below.
· Enter three students’ names at the top of the three empty columns.
· Check the behaviors that apply to each individual student. In just the last row, you must use words if your student Confirms or Refutes past predictions.
· Write a summary and reflective analysis of the experience at the bottom of this template.
Reading Behavior During DR-TA
Student Names
Reading Title/Pictures of Selection
1. Participates in predicting / is cooperative
2. Makes some predictions with coaxing
3. Initiates own predictions eagerly after prompting with title
4. Low risk taking / reluctant
5. Predictions are numerous
After Reading Sections of a Selection
1. Retelling is accurate
2. Retelling is adequate
3. Retelling is minimal
4. Confirms or refutes past predictions
Write a summary and reflective analysis of the experience below: BOTH the summary and the reflective analysis must be at least 250 words each and must be thorough in describing the experience (summary) and your thoughts about it (reflective analysis).
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