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DR-TA encourages students to be active and thoughtIul readers. Ost students require explicit instruction in reading comprehension strategies. Create a classroom climate in which students are Iree to state their ideas.
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About a Text and Then Reading to Confirm or Refute Their Predictions
DR-TA encourages students to be active and thoughtIul readers. Ost students require explicit instruction in reading comprehension strategies. Create a classroom climate in which students are Iree to state their ideas.
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DR-TA encourages students to be active and thoughtIul readers. Ost students require explicit instruction in reading comprehension strategies. Create a classroom climate in which students are Iree to state their ideas.
Drepturi de autor:
Attribution Non-Commercial (BY-NC)
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Descărcați ca DOCX, PDF, TXT sau citiți online pe Scribd
about a text and then reading to conIirm or reIute their predictions.
This strategy encourages
students to be active and thoughtIul readers, enhancing their comprehension. The Iollowing steps outline the DR-TA process. 1. Introduction 4 hat do you already know about this subject? 2. !redict 4 ooking at the title, what do you think the story is about? hy? 4 ooking at the pictures, what do you think the story will be about? hy? 3. !rove or Modify !redictions AIter reading each section, answer the Iollowing: 4 hat do you think now? 4 an you prove your predictions, or do you need to modiIy them? 4 hat do you think will happen next? hy? 4. #eflect AIter reading the entire selection, answer the Iollowing: 4 hat did you Iind in the text to prove your predictions? 4 hat did you Iind in the text that caused you to modiIy your predictions? y Is It Important? ost students require explicit instruction in reading comprehension strategies (Tierney 1982). Good readers make predictions and veriIy or reIute them as they read. They also make adjustments to what they think will come next based on the text. DR-TA is a strategy that explicitly teaches students to good reading habits. How Can You Make It Happen? BeIore using this strategy with students, create a classroom climate in which students are Iree to state their ideas and share their thinking. This is especially necessary Ior students who are not risk-takers. Because these students want to be correct the Iirst time they answer a question, DR- TA can be challenging Ior them. DR-TA asks students to predict the unknown in a text, and at times students will be incorrect. For some students, you may want to consider having them write their predictions in a journal rather than posting them on an overhead transparency or the chalkboard. Encourage students not to be intimidated by taking a risk and not to Ieel pressure to state correct predictions. As an introductory lesson to DR-TA, select a reading passage, and determine several appropriate stopping points within it Ior students to make, veriIy, or modiIy predictions. Use sticky notes to mark students' copies oI the text in advance to prevent students Irom reading too Iar ahead. Be cautious not to interrupt the Ilow oI the text too many times, as this will adversely aIIect comprehension. hen you use this strategy, guide and stimulate students' thinking through the use oI questions. Pose open-ended questions, and encourage students to state their predictions, valuing and supporting all ideas. ait a Iew seconds aIter asking a question, to allow students to process the inIormation and Iorm a prediction. At the beginning oI the lesson, write the title oI the book or passage on an overhead transparency or the chalkboard. Ask students, "Given this title, what do you think the passage will be about?" Accept and record all predictions on the transparency or chalkboard. Ask students, "hy do you think that?" to encourage them to justiIy their responses and activate prior knowledge. Preview the illustrations and/or headings oI the passage. Ask students to revise their predictions based on this new inIormation. ake changes to the predictions on the transparency or chalkboard. Have students read silently. Stop them aIter the Iirst section oI the passage, and lead a class discussion to veriIy or modiIy predictions. Ask students to cite the text which caused them to conIirm or change a prediction. Ask students, "hat in the passage makes you think that? an you prove it?" ake changes to the predictions on the transparency or chalkboard. Repeat this process until students have read each section oI the passage. VeriIy or modiIy the predictions made at the beginning oI the lesson. As students become more comIortable with this process, have each student write predictions in alearning log or on a piece oI paper. Then, in small groups, students can discuss their predictions and share their thinking processes. Next ask students to write summary statements about how their predictions compared to the passage. Using DR-TA in a heterogeneous group can be a challenge due to the range oI reading levels that may be present. In this case, you may want to select two passages on the same topic one higher-level and one lower-level. Divide the class into groups to read the text that is appropriate Ior them. These groups should share inIormation as described in the previous parargraph. II your students are not yet readers, the strategy is reIerred to as Directed istening-Thinking Activity (D-TA) and proceeds the same way, except you read the text to the class. To use D- TA Ior challenged readers, have a taped version oI the passage available. istening to text read aloud provides challenged readers with opportunities to attend to and comprehend material that they would be unable to read Ior themselves (Gillet and Temple 1994).
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How Can You Stretc Students' Tinking? The more complex the reading passage, the more interpretation and analysis students will need to do to veriIy or modiIy predictions. Be aware oI the reading levels oI each student, and be prepared to provide appropriate questions, prompts, and support as needed. Older students may be able to use a printed guide Ior DR-TA to run their own literature discussion groups. onitor these groups to ensure all students are participating and the discussion leads students to a greater understanding oI the text. en Can You Use It? ReuJlng,Fngllxh Use the DR-TA strategy when introducing new picture books to young students or new chapter books to older students. ith young students, you may want to read the book aloud, making predictions as a class or a group, and reading to conIirm the predictions. ith chapter books, have students make predictions at the start oI each chapter so that their predictions draw Irom the chapters they have already read. For the Iirst chapter, you can have students make predictions based on other books they have read by the same author or other books they have read in the same genre. Wrltlng AIter students read a passage using the DR-TA strategy, have them write a summary oI their initial prediction and why it was correct or needed to be modiIied. Students can justiIy their ideas based on evidence Irom the text. Muth Use the DR-TA strategy when solving word problems. Have students predict the math processes (addition, subtraction, multiplication, or division) or inIormation (a dozen 12) that might be needed to solve the problem based on the title, illustrations, and key words. Have students discuss the validity oI their predictions prior to solving the word problem. Soclul StuJlex DR-TA can be useIul to students who are reading to gain inIormation Irom expository text. Ask students to preview a chapter oI the social studies textbook, and to use the headings, bold vocabulary, maps, and charts to make predictions. As students read the chapter, have them veriIy or modiIy their predictions. At the end oI the chapter, discuss predictions with them. Have students summarize the inIormation they learned in a study guide. Sclence DR-TA can be useIul to students who are reading to gain inIormation Irom a research article. Ask students to preview a research article on a popular topic that might appeal to them. Have students use the title, headings, vocabulary, and charts, as well as their own prior knowledge to make predictions. As students read the article, have them veriIy or modiIy their predictions, and draw conclusions. Then, ask students to write journal entries based on their predictions and the text.
8ead more on 1eachervlslon hLLp//wwwLeachervlslonfencom/sklll bullder/readlng/48610hLml#lxzz1dwlvoL3r
lossary of Education Pome Clossary ulrecLed 8eadlng AcLlvlLy Directed Reading Activity 1eachergulded readlng acLlvlLy usually lncludes Lhe followlng sLeps readlness concepL developmenL sllenL readlng dlscusslon and relnforcemenL of new skllls and concepLs LLp//wwweducaLloncom/deflnlLlon/dlrecLedreadlngacLlvlLy/
tentang teks dan kemudian membaca untuk mengkonIirmasi atau menyangkal prediksi mereka. Strategi ini mendorong siswa untuk menjadi pembaca yang aktiI dan bijaksana, meningkatkan pemahaman mereka. angkah-langkah berikut menguraikan proses DR-TA. 1. Pengantar o Apa yang Anda sudah tahu tentang subjek ini? 2. eramalkan o elihat judul, apa yang Anda berpikir bahwa cerita ini adalah tentang? engapa? o elihat gambar, apa yang Anda berpikir bahwa cerita akan tentang? engapa? 3. Buktikan atau Ubah Prediksi Setelah membaca setiap bagian, jawabannya berikut ini: o Apa yang Anda pikirkan sekarang? o Dapatkah Anda membuktikan prediksi Anda, atau apakah Anda perlu memodiIikasi mereka? o Apa yang Anda pikir akan terjadi selanjutnya? engapa? 4. encerminkan Setelah membaca seluruh pilihan, jawabannya berikut ini: o Apa yang Anda temukan dalam teks untuk membuktikan prediksi Anda? o Apa yang Anda temukan dalam teks yang menyebabkan Anda untuk mengubah prediksi Anda? engapa Apakah itu Penting? ebanyakan siswa memerlukan instruksi eksplisit dalam strategi pemahaman membaca (Tierney 1982). Pembaca yang baik membuat prediksi dan memveriIikasi atau menolak mereka saat mereka membaca. ereka juga melakukan penyesuaian terhadap apa yang mereka pikir akan datang berikutnya berdasarkan teks. DR-TA adalah strategi yang secara eksplisit mengajarkan siswa untuk kebiasaan membaca yang baik. Bagaimana ara embuat Ini Terjadi? Sebelum menggunakan strategi ini dengan siswa, menciptakan iklim kelas di mana siswa bebas untuk menyatakan ide-ide mereka dan berbagi pemikiran mereka. Hal ini terutama diperlukan bagi siswa yang tidak berani mengambil risiko. arena siswa ingin benar pertama kalinya mereka menjawab pertanyaan, DR-TA dapat menantang bagi mereka. DR-TA meminta siswa untuk memprediksi yang tidak diketahui dalam teks, dan pada saat siswa akan salah. Untuk beberapa siswa, Anda mungkin ingin mempertimbangkan untuk menyuruh mereka menuliskan prediksi mereka di jurnal daripada posting mereka pada transparansi overhead atau papan tulis. endorong siswa untuk tidak terintimidasi dengan mengambil risiko dan tidak merasakan tekanan ke negara prediksi benar. Sebagai pelajaran pengantar DR-TA, pilih bacaan, dan menentukan beberapa titik berhenti tepat di dalamnya bagi siswa untuk membuat, memveriIikasi, atau memodiIikasi prediksi. Gunakan catatan lengket untuk menandai salinan siswa dari teks di muka untuk mencegah siswa dari membaca terlalu jauh ke depan. Berhati-hati untuk tidak mengganggu aliran teks terlalu banyak kali, karena hal ini akan berdampak buruk pemahaman. Bila Anda menggunakan strategi ini, membimbing dan merangsang pemikiran siswa melalui penggunaan pertanyaan. Pose pertanyaan-pertanyaan terbuka, dan mendorong siswa untuk menyatakan prediksi mereka, menghargai dan mendukung semua ide. Tunggu beberapa detik setelah mengajukan pertanyaan, untuk memungkinkan siswa untuk memproses inIormasi dan membentuk prediksi. Pada awal pelajaran, menulis judul buku atau bagian pada transparansi overhead atau papan tulis. Tanyakan kepada siswa, "engingat judul ini, apa yang Anda pikir bagian itu akan tentang?" enerima dan mencatat semua prediksi pada transparansi atau papan tulis. Tanyakan kepada siswa, "engapa kamu berpikir begitu?" untuk mendorong mereka untuk membenarkan tanggapan mereka dan mengaktiIkan pengetahuan sebelumnya. Gambar ilustrasi dan / atau pos dari bagian itu. intalah siswa untuk merevisi prediksi mereka berdasarkan inIormasi baru ini. akukan perubahan dengan prediksi pada transparansi atau papan tulis. intalah siswa membaca diam-diam. enghentikan mereka setelah bagian pertama dari bagian itu, dan memimpin diskusi kelas untuk memveriIikasi atau memodiIikasi prediksi. intalah siswa untuk mengutip teks yang menyebabkan mereka untuk mengkonIirmasi atau mengubah prediksi. Tanyakan kepada siswa, "Apa bagian ini membuat Anda berpikir bahwa Anda bisa? embuktikannya?" akukan perubahan dengan prediksi pada transparansi atau papan tulis. Ulangi proses ini sampai siswa telah membaca setiap bagian dari bagian itu. VeriIikasi atau memodiIikasi prediksi yang dibuat pada awal pelajaran. Sebagai siswa menjadi lebih nyaman dengan proses ini, memiliki prediksi siswa menulis setiap di log alearning atau pada selembar kertas. emudian, dalam kelompok kecil, siswa dapat mendiskusikan prediksi mereka dan berbagi proses berpikir mereka. Selanjutnya meminta siswa untuk menulis laporan ringkasan tentang bagaimana prediksi mereka dibandingkan dengan bagian itu. enggunakan DR-TA kelompok heterogen bisa menjadi tantangan karena berbagai tingkat membaca yang mungkin ada. Dalam hal ini, Anda mungkin ingin memilih dua bagian pada topik yang sama - satu tingkat yang lebih tinggi dan satu tingkat rendah. Bagilah kelas menjadi kelompok-kelompok untuk membaca teks yang sesuai untuk mereka. elompok-kelompok ini harus berbagi inIormasi seperti dijelaskan dalam parargraph sebelumnya. Jika siswa Anda belum pembaca, strategi ini disebut sebagai Sutradara endengarkan-Berpikir egiatan (D-TA) dan hasil dengan cara yang sama, kecuali Anda membaca teks untuk kelas. Untuk menggunakan D-TA untuk menantang pembaca, memiliki versi rekaman dari bagian yang tersedia. endengarkan teks membaca keras-keras menyediakan pembaca ditantang dengan kesempatan untuk menghadiri dan memahami materi yang mereka tidak akan dapat membaca sendiri (Gillet dan uil 1994).
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Bagaimana ara Berpikir ahasiswa Peregangan '? Bagian membaca lebih kompleks, interpretasi dan analisis yang lebih siswa akan perlu lakukan untuk memveriIikasi atau memodiIikasi prediksi. Jadilah menyadari tingkat membaca setiap siswa, dan bersiaplah untuk memberikan pertanyaan yang tepat, mendorong, dan dukungan yang diperlukan. Siswa yang lebih tua mungkin dapat menggunakan panduan dicetak untuk DR-TA untuk menjalankan kelompok-kelompok diskusi sastra mereka sendiri. emantau kelompok-kelompok ini untuk memastikan semua siswa berpartisipasi dan diskusi mengarah siswa untuk pemahaman yang lebih besar dari teks. etika Dapatkah Anda enggunakannya? embaca / Bahasa Inggris Gunakan strategi DR-TA ketika memperkenalkan buku gambar baru untuk siswa muda atau buku bab baru untuk siswa yang lebih tua. Dengan siswa muda, Anda mungkin ingin membaca buku dengan suara keras, membuat prediksi sebagai kelas atau kelompok, dan membaca untuk mengkonIirmasi prediksi. Dengan buku bab, mintalah siswa membuat prediksi pada awal setiap bab sehingga prediksi mereka menarik dari bab mereka telah membaca. Untuk bab pertama, Anda dapat memiliki siswa membuat prediksi berdasarkan buku-buku lain yang telah mereka baca oleh penulis yang sama atau buku-buku lain mereka telah membaca dalam genre yang sama. enulis Setelah siswa membaca suatu bagian menggunakan strategi DR-TA, mintalah mereka menulis ringkasan dari prediksi awal mereka dan mengapa hal itu benar atau perlu diubah. Siswa dapat membenarkan ide-ide mereka berdasarkan bukti dari teks. atematika Gunakan strategi DR-TA ketika memecahkan masalah kata. intalah siswa memprediksi proses matematika (penambahan, pengurangan, perkalian, atau divisi) atau inIormasi (selusin 12) yang mungkin diperlukan untuk memecahkan masalah berdasarkan judul, ilustrasi, dan kata-kata kunci. intalah siswa mendiskusikan validitas prediksi mereka sebelum memecahkan masalah kata. Ilmu Sosial DR-TA dapat berguna bagi siswa yang membaca untuk mendapatkan inIormasi dari teks ekspositori. intalah siswa untuk pratinjau bab dari buku teks studi sosial, dan menggunakan judul, kosakata berani, peta, dan graIik untuk membuat prediksi. Sebagai siswa membaca bab ini, telah mereka memveriIikasi atau memodiIikasi prediksi mereka. Pada akhir bab ini, membahas prediksi dengan mereka. intalah siswa meringkas inIormasi yang mereka pelajari dalam panduan belajar. Ilmu DR-TA dapat berguna bagi siswa yang membaca untuk mendapatkan inIormasi dari sebuah artikel penelitian. intalah siswa untuk melihat sebuah artikel penelitian pada topik yang populer yang mungkin menarik bagi mereka. intalah siswa menggunakan judul, judul, kosakata, dan graIik, serta pengetahuan sebelum mereka untuk membuat prediksi. Sebagai siswa membaca artikel, mintalah mereka memveriIikasi atau memodiIikasi prediksi mereka, dan menarik kesimpulan. emudian, meminta siswa untuk menulis entri jurnal berdasarkan prediksi mereka dan teks.
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Istilah Pendidikan Depan~ Glosarium Beraktivitas~ Sutradara embaca Sutradara embaca egiatan Guru-dipandu membaca aktivitas - biasanya meliputi langkah-langkah berikut: kesiapan, pengembangan konsep, membaca dalam hati, diskusi, dan penguatan keterampilan dan konsep baru. ttp: / / www.education.com/deIinition/directed-reading-activity/
DRA (Betts, 1946) is a strategy that provides students with instructional support beIore, during, and aIter reading. The teacher takes an active role as he or she prepares students to read the text by preteaching important vocabulary, eliciting prior knowledge, teaching students how to use a speciIic reading skill, and providing a purpose Ior reading. During reading, the teacher asks individual students questions about the text to monitor their comprehension. AIter reading, the teacher engages students in a discussion Iocusing on the purpose Ior reading, and Iollow-up activities that Iocus on the content oI the text and the speciIic skill that students learned to use. arpose DRA serves several purposes: O 1eaches word ldenLlflcaLlon skllls O llclLs sLudenLs prlor knowledge of Lhe Loplc of Lhe LexL O 1eaches speclflc readlng skllls O eLs a purpose for readlng O ncourages sLudenLs Lo monlLor Lhelr comprehenslon whlle Lhey are readlng ow to Use DRA 1 hoose a LexL 1hls sLraLegy ls lnLended Lo be used wlLh exposlLory LexLs 2 elecL vocabulary words from Lhe LexL Lo be preLaughL 1he words you choose should be crlLlcal Lo comprehenslon of Lhe passage and unfamlllar Lo mosL lf noL all sLudenLs vocabulary should be LaughL ln conLexL WrlLe Lhe words on Lhe board ln senLences Laken dlrecLly from Lhe LexL As a class dlscuss whaL Lhe words mlghL mean based on Lhe conLexL sLrucLure (eg preflxes rooLs or sufflxes) and/or sound (le decldlng lf Lhe word sounds llke anoLher famlllar word) of Lhe word 3 llclL prlor knowledge on Lhe Loplc of Lhe LexL Ask sLudenLs WhaL do you already know abouL _______? or WhaL experlences do you have wlLh ________? 4 1each sLudenLs a sklll LhaL wlll help Lhem comprehend Lhe LexL 1he sklll you choose wlll depend on Lhe LexL lor example lf Lhe LexL your sLudenLs wlll be readlng compares Lwo dlfferenL Lhlngs you mlghL focus on Lhe sklll of compare/conLrasL lf Lhe LexL ls an edlLorlal you mlghL Lalk abouL how Lo ldenLlfy facL from Lhe auLhors oplnlon 3 Clve sLudenLs a concreLe purpose for readlng lor example 8ead pages 283287 Lo flnd ouL whaL a Llde pool ls 6 Pave sLudenLs read sllenLly 8e avallable for quesLlons as sLudenLs read Walk around Lhe room asklng lndlvldual sLudenLs comprehenslon quesLlons 7 AfLer sLudenLs have flnlshed readlng ask Lhe purposeseLLlng sLaLemenL as a quesLlon lor example ask WhaL ls a Llde pool? ncourage a dlscusslon LhaL grows from sLudenLs commenLs and quesLlons 8 ngage sLudenLs ln followup acLlvlLles 1hese acLlvlLles should be deslgned Lo relnforce boLh Lhe conLenL of Lhe LexL and Lhe sklll LhaL sLudenLs learned AcLlvlLles mlghL lnclude wrlLlng acLlvlLles furLher readlng arL pro[ecLs group mapplng acLlvlLles eLc Betts, E. A. (1946). Foundations of reading instruction. New York: American Book ompany. ample uppose sLudenLs are readlng a LexL LhaL Lalks abouL Lhe hlsLory of cars reteuch vocubulury. The teacher introduces the words "industry" and "economy" to students. For each word, the teacher writes a sentence Irom the text that includes the word. The teacher includes enough surrounding sentences so that students have suIIicient context to Iigure out what the word might mean. "In 1893 the Duryea brothers made a car Irom a wagon and called it a otor agon. Three years later, they made thirteen otor agons. That was beginning oI the car industry." To help students deIine the word "industry," the teacher encourages students to come up with other words that would make sense in place oI "industry" in the sentence above. Students might come up with "business" or "enterprise." "ustomers wanted cars that used less gas. ar designers came up with smaller cars. Autoworkers built economy cars such as the Ford Escort and the hevy Vega." To help students deIine the word "economy," the teacher encourages them to Iind clues in the surrounding sentences that give examples oI what an "economy" car might be (i.e., 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 oI 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 "Iinances"). Fllclt prlor knowleJge. The teacher asks: O AbouL how long ago was Lhe flrsL car made? O Pow do you Lhlnk llfe changed when everyone owned a car? O WhaL do you already know abouL ma[or evenLs ln Lhe hlsLory of cars? euch xtuJentx u xklll. This text includes numerous headings that will help students make predictions about what they will be reading about in the sections Iollowing the headings. ThereIore, the skill that the teacher Iocuses on is, "How to use headings to help you understand what you read." O 1he Leacher explalns LhaL headlngs are lncluded Lo help Lhe reader recognlze how Lhe LexL ls organlzed O 1he Leacher dlscusses wlLh sLudenLs how Lo recognlze headlngs ln a LexL (eg Lhey are ofLen ln bold prlnL and ln a dlfferenL fonL) O 1he Leacher reads Lhe flrsL headlng and asks sLudenLs whaL Lhey Lhlnk LhaL secLlon wlll Lalk abouL based on Lhe lnformaLlon ln Lhe headlng 1he same Lhlng ls done wlLh several more headlngs lve xtuJentx u purpoxe for reuJlng. The teacher says, "Read to Iind out in what ways the Iirst cars were diIIerent Irom the cars we have now." Huve xtuJentx reuJ xllently. As students are reading, the teacher asks individual students comprehension questions. For example, the teacher asks one student, "hat is one way in which the auto industry changed during orld ar II?" AIter students have Iinished reading, ask the purpose-setting statement as a question. The teacher asks, "In what ways were the Iirst cars diIIerent Irom the cars we have now?" Fnguge xtuJentx ln follow-up uctlvltlex. One activity that the teacher has students do is the Iollowing: Students create a time line oI 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 brieIly write down why that year is important in the history oI cars. hLLp//wwwneaorg/Lools/u8AdlrecLedreadlngacLlvlLyhLml