Directed Reading Activity (DRA)
Student Grade Level: Second Grade
Content/Subject Area: Folklore
Reading Selection: Arrow to the Sun: a Pueblo Indian Tale by Gerald McDermott
Purpose for Reading: Entertainment
Maryland Common Core State Curriculum Framework English Language Arts Cluster(s)
Cluster: Key Ideas and Details
RL1 CCR Anchor Standard
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual
evidence when writing or speaking to support conclusions drawn from the text.
Maryland Common Core State Curriculum Framework English Language Arts Standard(s)
RL1 Ask and answer such questions as who, what, where,when, why, and how to demonstrate understanding of key
ideas in a text. (SC, 2)
Maryland Common Core State Curriculum Framework English Language Arts Indicators
Essential Skills and Knowledge
• Apply appropriate strategies before reading, viewing, or
listening to a text:
° use prior knowledge and experiences to make and explain connections to the text
° make predictions or ask questions about the text by examining the title, cover, illustrations/photographs/text,
and familiar author or topic
° set a purpose for reading and identify type of text
• Apply appropriate strategies to monitor understanding
during reading, viewing, or listening to a text:
o recall and discuss what is understood
o revisit, read on, and restate the difficult parts in
your own words
o make, confirm, or adjust predictions
o periodically summarize while reading
o visualize what is read
o search for connections between and among ideas
• Demonstrate understanding after reading, viewing, or
listening to a text:
o confirm or refute predictions
o retell and discuss the text
o identify and explain what is directly stated and what is implied in the text
o summarize the text orally
o connect text to prior knowledge or personal experience
• Participate actively and appropriately in discussions about literary text. (See CCSS 2 SL1, 2, 3.)
• Generate oral and written questions about details in the text.
• Respond orally and in written form to specific questions using key details in the text. (See CCSS 2 SL3,
CCSS 2 W8)
• Use knowledge of language and its conventions when writing, speaking, reading, or listening. (CCSS 2 L3.)
Teacher-Developed Objectives
Students will be able to convey the key ideas (character, setting, main events, problem, and solution) of a provided
text with 80% accuracy by referring to the text for details
Adaptations/Modifications (What changes do I have to make for students with specific learning needs? Time,
space, scribe, partner, alternative representation (e.g. oral not written work), increase visual support, taped
text, use of technology, decrease expectations, increase expectations, modify assignment)
Modifications for low performing students: Students will have the text read to them out loud as well as have
it shown on the document camera. The teacher will follow along with his/her finger as the text is read.
Teacher will model his/her thinking process for finding the key ideas the text.
Modifications for high performing students: High performing students will be given the option to read a page
of the text to the class. During pair work they will also be given the option to do the assignment alone. Their
assessment text will be a more challenging story.
Modifications for students with severe writing needs: Students with severe writing needs will have a scribe to
assist them with the worksheet. If one is not available, the teacher will provide student with a paper of
various words and images to complete the word pyramid assignment. For the assessment portion, student
can convey their thoughts orally.
MOTIVATION AND BACKGROUND BUILDING: Before Reading Phase
Preteaching Vocabulary, 10 minutes
After the student and teacher settle at the reading carpet, the teacher will announce to students that today
they will be reading the story, Arrow to the Sun: A Pueblo Indian Tale by Gerald McDermott.
The teacher will subsequently show the front and back covers of the book and read the summary:
Teacher while showing front and back cover: “Today we are going to read the story Arrow to the Sun by
Gerald McDermott. It is a story of the Pueblo Indian Myth which explains how the spirit of the Sun was
brought to the world of men.”
The teacher will show a list of the 7 words in the first column on the smartboard and subsequently read each
word out loud. He or she will then invite students to point to a word they may know and try to define the
word orally as the teacher writes their meaning down. The teacher will then repeat the process with the list
of the words in the second column.
*note- The words are divided to prevent the list from being too overwhelming for students.
Example:
Teacher: “Before we read our story we must understand a few words that are important to the text. By
knowing these words, we may understand the story better. Please look at the following 7 words.”
Teacher lists words
Teacher: “Has anyone heard of these words before? If so, raise your hand and I will have you come up and
point to it. Tell the class your meaning and we will make a prediction if it is correct.”
pueblo
maiden
chambers
heavens
arrow maker
ceremony
word of men
mocked
endure
corn planter
wise man
emerged
pot maker
dance of life
myth
Teacher will briefly explain each words definition by showing the word, its definition, and a related picture on
the document camera. The teacher should also use this time to clarify any definitions of words that students
may find confusing.
Building Text-Specific Knowledge, 7 minutes
Teacher: “Now that we have explored the vocabulary we will prepare ourselves to hear the story. I want us
to focus on the setting and events of the book.”
The teacher will give a quick picture walk while conveying his/her thoughts about the images out loud.
Teacher: “As I look through the book, I see a lot of warm yellows, oranges and reds. I wonder why the artist used
these colors. I also see that the character is running. I wonder where he is going? I see a man holding an arrow. I
wonder if that is important too?”
Teacher should also encourage students to describe what they see as well.
After the picture walk, the teacher will ask a couple of questions to encourage students to make connections from the
text to their own lives.
Question 1: The character in the story seems to go on an adventure? Have you ever been on an “adventure?” Where
did you go? What did you see?
Question 2: The story takes place in the southwest in a pueblo village. Looking at the follow picture, what do you
think life is like there?
Motivating Activity, 3 minutes
Students will creating predictions of the story from the information gathered. As a whole group students
will predict the characters, problems, events and solution of the story.
The teacher will write their predictions on the smartboard to refer to later in the lesson.
GUIDED READING (SILENT AND ORAL): During-Reading Phase
Reading Aloud to Students, 20 minutes
Teacher: “Now we will begin to read our story. I want everyone to look up at the smart board and follow
along as I and some of your classmates read the story. As we read, I want you to think about the predictions
that you have made. I want you to look at the images as we read the text to help to you make those
predictions.”
The teacher will ask several questions while reading the book. These questions include, but are not limited
to the following
Question 1: Why did the boys in the pueblo mock and tease him?
Question 2: Why did the boy leave home?
Question 3: How did the boy reach the heavens?
Question 4: What did the boy have to do to prove himself to the sun god?
Question 5: Why did the boy return to the world of men?
Also as the teacher reads, he or she will follow along with his/her finger. High performing students will be
encouraged to read a page in the story to the class. The teacher will describe the pictures that do not have
text or encourage the students to do so. This will be a great activity for low performing or ESL students who
may struggle to read the text but are eager to participate.
SKILL DEVELOPMENT AND PRACTICE
After the story is completed. The teacher will return to the smartboard screen and requests students to
review their predictions of the story. Students must explain which predictions were true and which weren't.
Students will return to their group table and will be divided into pairs and will complete the
Folk_Tale_Story_Map sheet together. This sheet will question them on the characters, setting, major events, problem
and solution of the story. Students with severe writing disabilities will be paired with students who can assist them in
the task. Students will be given five to eight minutes to finish the work. Students will then present their answers to
the class. A copy of the book will be placed at the table for the pairs to refer to.
FOLLOW-UP (Summary/Closure) AND ENRICHMENT: After-Reading Phase
The follow up to the activity will be the word pyramid worksheet. Students will have the option to do this
task on their own or with a partner. Higher ability students would be encouraged to use more advance
words. Students with writing deficiencies will have a page of words paired with images they can cut out and
place on a large sheet of construction paper while they follow the word pyramid directions.
Assessment
Students will be given a short story based on their skill level:
High performing students will receive the short story: The Beagle Brigrade (3rd grade level)
Average performing students will receive the short story: The Friendly Deer (2nd grade level)
Low performing students will receive the short story: Stop the Turtles (1st grade level)
After receiving their story, they will be given the summary worksheet to complete on their own.
Additional modifications: For students who struggle to read, in addition the Stop the Turtles short story, they will also
have the story read to them.
Students with difficulty writing can convey their answers to the instructor or teacher assistant orally or have an
assistant scribe for them.
Homework
Students will summarize a book that they have read prior then summarize it using the sheet. Selected
students will present their story to class the following day by using their book and the worksheet.