IV.
A DRTA for Third Grade language Arts
Leah Claudio
1.
Background Information
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Pertinent Data: For my assistance activity I chose to use a Directed Reading/Thinking
Activity (DRTA) with the basal story Lon Po Po. I have two goals in mind for this activity.
The first goal is to have the students actively predicting, reading and proving their predictions
while reading. The second is to use their knowledge of The Little Red Riding Hood and their
knowledge of how fairy tales work to make informed predictions. My hopes are two-fold.
By creating a purpose for reading, the students will be engaged in their reading. Secondly, by
using their prior knowledge, they will realize how using correct prior knowledge leads to
better predictions during readings of new materials.
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Prior Lesson/Preparation Activity: The day before doing this assistance activity, I will read
the story Little Red Riding Hood: adapted from the retelling by the Brothers Grimm by Paul
Galdone as a read-aloud. The reason I have chosen to do this as a preparation to the
assistance lesson is to prepare the students for the reading of Lon Po Po and to build prior
knowledge of the story structure. We will discuss the characters, setting, problems, events
and solutions in a group discussion format. As a class, we will write a story map for Little
Red Riding Hood in their English notebooks. On the day of the assistance activity, as a
preparation activity I will do a predict-o-gram using a jot chart. My jot chart will look like
this:
Directions: Using the vocabulary words below, place each word under the column you
think the word may describe.
cunning
jewels
weave
awl
pluck
brittle
sunset
dusk
plump
Predict-o-gram for Lon Po Po
Setting
Characters
Actions
In order to set a purpose for reading and to discuss difficult vocabulary prior to reading, all students in a
small group setting will complete the jot chart.
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Bibliographic Data: Lon Po Po: A Red-Riding Hood Story from China translated and
illustrated by Ed Young, located in the Harcourt Brace Signatures Wings basal series for third
grade. Little Red Riding Hood: adapted from the retelling by the Brothers Grimm by Paul
Galdone. Reading to Learn in the Content Areas by Judy S. Richardson and Raymond F.
Morgan.
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Materials: The book Little Red Riding Hood, student copies and overhead transparency of
Predict-o-gram (jot chart) for preparation activity, students’ English notebooks, pencils,
Harcourt Brace Signatures Wings Teacher’s Guide and student copies of the Wings basal,
overhead transparency of steps for DRTA and student copies of prediction chart for DRTA
activity.
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2.
3.
Title of Plan: “What I already know can help me predict.”
Audience
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I team-teach 43 third grade students at an at-risk school. The school is located right on the
border of Richmond. We have 20+ apartment complexes that result in us having a very
transient population. However, we (my teammate and I) have been teaching the majority of
the class since first grade. The majority of our students are African-American, with about 4
Caucasian students and six Latin American. About 2/3 of our students are living at or just
above the poverty level.
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All of our students are reading at or above a third grade level (assessed using PALS scores
and IRI’s). They are very interested in reading books they select for SSR and are highly
interested in science and social studies content area reading but drag their feet when it comes
to reading the basal stories. Since the introduction of the anticipation guide, our discussions
about the themes of the stories have been much better. The students are actively involved in
the discussions and they are not just driven by the specific content of the stories. However, I
have noticed that they are not using their prior knowledge fully. They do not realize how
much they know and do not relate what they already know to what they are about to learn. By
doing this activity, I hope to show them how using prior knowledge, one can gain more
insight into stories and can predict with more meaning. Also, by showing them how to fully
use prior knowledge, they will be more motivated to predict and read to find out if the
predictions were correct.
Strategy for the Assistance Activity/Explanation of how activity reflects 562 course content
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The main/purpose goal of this activity is to have the students actively involved in
predicting events in a story and reading to confirm predictions using prior knowledge as a
base for predictions.
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A second goal is to create motivation to read the story and a purpose for reading, thereby
creating an atmosphere for engaged reading.
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By using the steps of a DRTA, the students will be able to use what they know prior to
reading to make predictions, use what they gather from a preview to make predictions
and read to prove their predictions.
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Explanation: Some major themes of 562-course content so far have been the affective
domain of teaching, engaged reading (motivation and thoughtfulness), linking prior
knowledge to new knowledge, using specific preparation activities, and assisting
comprehension during reading. By using a DRTA assistance activity before and during
the reading of the story, I hope to create a safe, pleasant atmosphere where everyone’s
predictions are valid and worthy of discussion (affective domain of teaching). I also want
to show the students how the knowledge they possess helps them to read and interpret
stories (linking prior knowledge). Also, I want the students to be motivated to read
before and during the reading and think deeply about what they are reading (engaged
reading). By using the predict-o-gram, I want to support the students before they read
(preparation activity) and finally, I want to assist in their comprehension of the story
(DRTA activity). During all three stages of the DRTA, I will encourage the students to
discuss their predictions and thoughts upon verifying their predictions and on reflecting.
By doing this, I am including the social aspect of learning.
4.
5.
Objectives
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The student will make predictions, read to find out if predictions were right and restate or
make new predictions using the predictions chart.
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The student will demonstrate use of prior knowledge of story structure from the story Little
Red Riding Hood by reading previously created story map.
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The student will be able to make predictions for the story Lon Po Po by using the Little Red
Riding Hood story map.
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The student will demonstrate participation in the reading of the basal story by making
predictions about the story.
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The student will demonstrate participation in group discussions by making predictions and
modifications to predictions during reading.
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This activity encompasses English SOL 3.1, “The student will use effective communication
skills in group activities; listen attentively by making eye contact, facing the speaker, asking
questions, and paraphrasing what is said; ask and respond to questions from teacher and other
group members.”
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This activity encompasses English SOL 3.4, “The student will use strategies to read a variety
of printed materials; preview and use text formats, set a purpose for reading, reread and selfcorrect when necessary.”
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This activity encompasses English SOL 3.5, “The student will demonstrate comprehension of
a variety of printed material; set a purpose; make connections between previous experiences
and reading selections; make, confirm, or revise predictions; ask and answer questions; write
about what is read.”
Activity Construction
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6.
The overhead transparency of the DRTA steps and the student prediction chart are
included at the end of this activity as well as some comments/questions from students
during the assistance activity.
Procedures
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First, the teacher will remind the students of the book Little Red Riding Hood, read the day
before. He/she will tell the students that they are going to be reading a story like that one
except it is a Chinese version of the story called Lon Po Po. The teacher will pass out the
individual paper copies and put the overhead transparency on the overhead of the predict-ogram (jot chart) for the story Lon Po Po. The students will be directed to glue their copies
into their English notebooks, read the directions and do the activity. The teacher will allow
the students to work in groups of five/six at their tables on this activity. Then, the class will
come back together and complete the jot chart on the overhead as a whole class.
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Next, the teacher will explain the DRTA activity.
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Before beginning the DRTA, the teacher will again remind the students of their prior
knowledge of the story Little Red Riding Hood. The teacher will tell the students to
review the story map of Little Red Riding Hood. The teacher will tell the students
that using prior knowledge to help in predicting yields informed predictions.
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The students will begin by using the overhead transparency of the DRTA as a guide.
The first step is to preview the story. The teacher will point out that the students
should read the title, look at the pictures throughout the story, and read the first page.
The teacher will also remind the students that they should remember the story map
from Little Red Riding Hood.
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Next, the students will be told to close their books and glue the predictions chart into
their English notebooks and make their first predictions about what they think will
happen in the story and answer questions that follow.
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The students will then read the story silently to the bottom of page 297.
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The students will then return to the predictions chart and read over their first
predictions. They will confirm or reject their first predictions, writing on the What
Really Happened side of the prediction chart. The teacher will allow time for
students to discuss in small groups their results from their first predictions.

Next, the teacher will direct the students to make new predictions about what will
happen next in the story and answer the questions, once again. The teacher will
allow a few minutes for discussion at students’ table groups.
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Everyone will return to the story and read silently to the bottom of page 304.
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The students will then return to the predictions chart and read over their second
predictions. They will confirm or reject their second predictions, writing on the
What Really Happened side predictions chart. The teacher will allow time for
students to discuss in small groups their results from their second predictions.

Next, the teacher will direct the students to make new predictions and answer the
questions, once again. The teacher will allow a few minutes for discussion at
students’ table groups.
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The students will finish reading the story silently to themselves to the bottom of page
308.
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The students will then return to the predictions chart and read over their final
predictions. They will confirm or reject their final predictions, writing on the What
Really Happened side of the predictions chart. The teacher will allow time for
students to discuss in small groups their results from their final predictions.

Next, the teacher will begin a discussion with the class by going over some
predictions from the first, second and final times. The teacher will make sure to tie
in the predictions using the prior knowledge of Little Red Riding Hood.
7.
Evaluation:
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Purpose/goals evaluation:
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Objectives evaluation
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The purpose/goals of this activity were met. The students were actively involved in
predicting events in a story and reading to confirm predictions using their prior
knowledge as a base for their predictions. They were motivated to read the story and
were engaged in their reading. They filled in the DRTA prediction chart with
enthusiasm and had a lively discussion at each stopping point.
All the objectives for this activity were met. The students made informed
predictions using their prior knowledge of Little Red Riding Hood, read to find out if
their predictions were correct and made new predictions based on their earlier
predictions and their prior knowledge.
The students set the purpose for reading the story and were anxious to compare this
story to the known story.
The students did a much better job of previewing the story than usual. When they
have been asked to preview stories in the past, they just flip through the pages and
glance at the pictures. During this preview, they commented on the difference in the
pictures in this story, they wanted to know why the wolf was falling out of a tree
upside down. In other words, they were questioning during previewing. I was
amazed.
The students were engaged in their reading of the basal story Lon Po Po. The
classroom managed itself. The students stayed on task and were eager to continue
reading to find out how the story would differ from Little Red Riding Hood.
Because I set the discussion up as a small group at first, all members of the class
were actively participating in the discussion of the predictions. They were even
taking votes on what the next events in the story would be. They loved modifying or
making new predictions together. They were using story grammar language and
were using critical thinking skills.
They showed respect for each other during discussion times in small group and
whole group settings. They valued each other’s opinions and listened attentively to
each other. They asked each other questions about their predictions such as “Why do
you think ______ is going to happen?”
Student Reactions/Comments
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The students enjoyed this activity. Not only did they discuss the predictions they were
making but they discussed why making predictions helps them to read. I was very
excited to hear them talking about how predicting helps them in reading. Telling and
showing students that predicting can help is one thing but when the students realize it for
themselves and see the benefits—the learning of why predicting is important has
happened.
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The students asked if we could make a compare/contrast chart between the two stories as
a follow up to this activity tomorrow. I eagerly accepted this idea. They also want to
read a few more versions of Little Red Riding Hood to see if any match the story Lon Po
Po closer than the Brothers Grimm version we already read.
Future Plans
 I feel this activity was a success. The students were actively involved in their own
learning and they were thinking critically about what they were doing and why. They did
well in the small group discussion and in the whole group discussions. Having the small
group followed by the whole group did allow for more students to be involved at once.
 I think that if I do this type of DRTA again in which the stories lend themselves to
comparison after reading, I will include the compare/contrast in the reflection stage of
PAR for the lesson during the same day.
Overhead Transparency of DRTA steps:
DRTA
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2.
3.
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5.
Preview: read the title, look at the pictures, read the first page of the story
Predict: close the book and make predictions about what you think will happen
in the story on the predictions chart
Verify: read the story to find out whether predictions were right
Predict: think about old predictions, what really happened in the story and make
new predictions about what you think will happen next in the story
Reflect: think about predictions made and the reasons why the predictions were
made, think about how the predictions make the reading easier or harder
Prediction Chart for Lon Po Po
Directions:
Make predictions about what will happen in the story on the left side of the prediction chart.
Answer the questions on the predictions side.
Read the story to find out if your predictions were right.
Fill in the ‘What Really Happened’ side of the prediction chart.
Make new predictions about what will happen next in the story and follow the same steps as above.
Predictions
First Predictions:
What Really Happened
Up to page 297:
Why do you think that?
What gave you clues?
Second Predictions:
From page 297 to page 304:
Why do you think that?
What gave you clues?
Final Predictions:
Why do you think that?
What gave you clues?
From page 304 to page 308: