Directed Reading-Thinking Activity (DRTA)

Directed Reading-Thinking Activity (DRTA) is a comprehension strategy that involves

presentation, prediction, and continuation of reading. The teacher directs the reading by
promoting enthusiasm and interest through the introduction of a storyline, requesting
predictions from students, and then allowing students to read the remaining text to
confirm the predictions. This strategy allows students to focus on comprehension and
make predictions as they read. These are the steps in a DRTA.
1. The teacher presents students with a portion of the story the title, first page, or first
few paragraphs. For specific content reading, the teacher can present the headings from
the chapter. This can be done via overhead or computerized projection. If all students
have a copy of the reading selection, give them a large (5 x 7) index card or piece of
construction paper to cover text as you go through the steps of the DRTA with them. This
is one of the few times you might tell students not to read ahead! The teacher purposely
avoids telling students what the story or chapter is about. Instead, she asks them to
predict what the story or chapter is about just from the title and headings. "What do you
think will happen in the story? Why do you think so?" "What do you think we will be
learning in this chapter?" "What do you know about that subject?"
2. Student responses will be quite global. Teachers should use the 5 Ws (who, what,
when, where, and why) to help students make more specific predictions. The teacher
should accept all predictions with equal enthusiasm, whether or not they conform to the
actual storyline or are accurate according to the content of the chapter.
3. When everyone has decided on a prediction, the teacher asks the students to read the
first paragraph or next segment and then decide if they want to retain their predictions or
change their minds. Tell the students the difference between a prediction and a question.
A prediction is a guess made by a student before he or she reads a part of the story,
whereas a question is information to which the student is expected to know the answer
because the story has already been read. When students have finished reading, the teacher
asks whether they want to stick with their original predictions or change their minds. If
they do want to change, why? Ask students to read the part that proves their prediction.
With content reading, have students confirm or adjust their statements of what they know
about the topic and adjust their predications according to what they have read.
4. Then the teacher asks the students what they think will happen next and why they
think so (works for literature and also content reading in chronological order such as
history textbooks). Or, the teacher can ask students what new information they have and
other/additional questions they have. Students usually have several ideas.
5. Now the teacher asks the students to read the next portion of the story or chapter to
see if their predictions are right. The teacher asks students to consider this new
information. "Has anyone found proof for his prediction? Or, have you changed your
mind? What did you read that helped you decide?"
6. After the students discuss whether or not their predictions jive with the story or
chapter, they again speculate on what will happen next or note additional questions.
7. By this time, the students have become involved with the story or chapter. They
dont need to be told to read the last part. They turn to it eagerly to discover the outcome.

8. Finally, the teacher leads a follow-up discussion that touches on the important issues
raised by the story or critical concepts in the chapter.

Mary Lueking
Comprehension: The Key to Successful Reading (70T01)
DRTA Lesson Plan 1: Content Area Text Science
Reference: Jones, R.M., McLeod, J. C., Krockover, G.H., Frank, M.S., Lang, M.P.,
Valenta, C.J., & VanDeman, B.A. (2002). Science. Orlando,FL: Harcourt, Inc.
(Chapter 2: Animal Growth and Adaptations Lesson 3 How Do Animals Behaviors
Help Them Meet Their Needs?)
Intended Audience: This lesson is intended for fourth grade students.
Pre-Reading Questions:
1) What do you think is the main topic of this chapter?
2) What do you think well be learning?
3) What do you know about animal behaviors?
4) What kind of behaviors do your pets at home participate in?
5) How do your pets behaviors help them meet their needs?
6) What do you know about migration?
7) Do you know the name of any animals that migrate?
8) Why might an animal migrate?
9) What do you know about hibernation?
10) Do you know the name of any animals that hibernate?
11) Why might an animal hibernate?
Through-Out Reading Questions:
1) Why do you think all animals are born with some instincts?
2) What inference can you make about the animals that migrate?
3) Why might it be necessary for them to migrate?
4) What kind of obstacles might a migrating animal encounter?
5) What dangers might a migrating animal encounter?
6) Compare the two animals weve read about so far: gray whales and Pacific
salmon. How are they alike? How are the different?
7) What inference can you make about the animals that hibernate?
8) When an animal is hibernating, how does its needs change?
9) Suppose you could choose to be a hibernating animal or a migrating animal.
Which would you choose and why.
10) If an migrating animal is unable to make the journey because of an injury, what
predictions can you make about their future?
11) What would happen if an animal was hibernating and a predator stumbled across
its shelter?
12) What are the similarities and differences between these two animals weve
learned about: chimp and finch?
13) How are instincts and learned behaviors different?

14) Why do you think some animals are born with more instincts and have less
learned behaviors and some are born with less instincts and have to learn more
behaviors?
15) What would be the benefit and drawback of each?
DRTA Lesson Plan 2: Story Text
Reference: McCloskey, R. (1948). Blueberries for sal. New York: Scholastic, Inc.
Pre-Reading Questions:
1) Look at the front cover of the book. What do you think this story will be about?
2) Who do you think the main character is?
3) What do you think she is doing?
4) Why do you think she is in a bush?
5) What do you know about picking blueberries or other fruit?
6) When do you think this story is taking place? What time of year are blueberries
picked?
7) Where do you think this story takes place? What makes you think that?
8) Do you think this will be a narrative or expository text? Why?
Through-Out Reading Questions:
1) What does canning fruit mean?
2) Why do you think mother and Sal need to can berries?
3) What do you think mother wants Sal to do with the blueberries she is picking? Is
Sal doing what her mother wants?
4) If you were Sal what would you do with your bucket and the blueberries you were
picking?
5) How are Sal and Little Bear alike?
6) How are Sal and Little Bear different?
7) When Sal cant find her mother, how do you think she was feeling?
8) When mother cant find Sal, how do you think she was feeling?
9) What is the relationship between the mother bear and Sal?
10) What is the relationship between mother and Little Bear?
11) What do you think will happen next to mother, Sal, Mother Bear, and Little Bear?
12) Do you think Sal is in danger?
13) How do you think Sal feels when mother bear is looking straight at her?
14) What do you think mother bear will do with Sal?
15) What would you recommend to Sal and Little Bear to help them find their
mothers?
16) What would you recommend to mother and Mother Bear to help them find their
children?
17) How would you rate the decisions that each person or animal made in the story?
18) What would happen if Sal and mother decided to take the Little Bear home?
19) If you were Sal, how would you feel when your mother finally found you?
20) If you were Little Bear, how would you feel when Mother Bear finally found
you?

21) How does the peoples need to can the fruit for winter compare with the bears
need to eat food in preparation for hibernation?