Literacy Strategies Chat Template
Candidate Name
Megan Springs
Literacy Strategy
Grade Level
Content Area
Specific Topic
Content Standard(s)
Content Objective(s)

Directed Reading and Thinking Activity (DR-TA)

Literature – Critical Reading and discussion of
Shakespearian text (9th – 10th grade)

Cite strong and thorough textual evidence to support analysis
of what the text says explicitly as well as inferences drawn
from the text.

Determine the meaning of words and phrases as they are
used in the text, including figurative and connotative
meanings

Students will identify and organize evidence within the text
to support predictions and conclusions drawn through
observation during and after reading the poem.
Students will explore word choice within the poem and
make concrete connection between the author’s word
choice and the time period, meaning of the poem, as well as
style and voice of the author.

Language
Objective(s)




Description of
strategy integration

Students will read the Shakespearian style Hokey Pokey
poem as a class in a shared reading activity with the
teacher.
Students will identify (4) of the major elements of
Shakespearian style poetry including voice, structure,
meter, and word choice.
Students will discuss as a group, the links between
historical context of the author and the language used in
the poem.
Students will write observations that prediction, a
reflective summary, and a reflective conclusion of what is
observed as well as questions about what topics within the
lesson that they would like to learn more about.
This activity includes three specific literacy strategies that

work together for a more comprehensive activity. Students
are guided through the text during shared reading with the
teacher, they are asked to use metacognitive skills through
prediction and reflection, as well as K.W.L. questions that
are used to summarize and reflect after the reading is
completed. By asking students to write rather than orally
present their KWL and reflection, students are also writing
to learn!
References
Fisher, D. & Frey, N. (2012). Improving adolescent literacy:
Content area strategies at work (3rd ed.).
Boston: Pearson.
Fisher, D., Brozo, W.G., Frey, N., & Ivey, G. (2011). 50 instructional
routines to develop content literacy (2nd ed.).
Boston: Pearson.
WETA Public Broadcasting (2014). Directed Reading Thinking
Activity (DRTA) | Reading Rockets. Retrieved April 1, 2014,
from http://www.readingrockets.org/strategies/drta
Critical Evaluation
Strengths:
 The DR-TA provides multiple ways for students to engage
in what they are learning and organize their observations,
questions, and analysis.
 It can be used for most ages and grade levels/skill levels:
honors classes, general education classes that may be
integrated, as well as remedial classes. It can be especially
helpful in differentiation and ESL students.
 This activity helps students develop more effective selfmonitored reading strategies, and provides lots of
opportunities for group work and whole class discussion.
Weaknesses:
 The activity can be time consuming,
 It does not provide opportunities for private reading
(however this can be scaffold into a lesson by asking the
stronger readers to read specific parts of the text quietly
while a group of weaker readers can be taken aside to read
as a group in a shared reading session).