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Video Reflection Q1: How often can you see yourself using the DRTA strategy in your classroom and why?

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Video Reflection Q1: How often can you see yourself using the DRTA strategy in your classroom and why?

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Reflection 1: How could you level or group your students when using this strategy?

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Reflection 1: How could you level or group your students when using this strategy?

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Reflection 2: Do you have any variations to this strategy that you would like to share?

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Reflection 2: Do you have any variations to this strategy that you would like to share?

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Video Reflection Q2: How do you see the DRTA strategy benefitting students?

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Video Reflection Q2: How do you see the DRTA strategy benefitting students?

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Remember to type your FIRST AND LAST name!

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Remember to type your FIRST AND LAST name!

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Remember to type your FIRST AND LAST name!

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Remember to type your FIRST AND LAST name!

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Remember to type your FIRST AND LAST name!

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Remember to type your FIRST AND LAST name!

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Remember to type your FIRST AND LAST name!

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Remember to type your FIRST AND LAST name!

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Remember to type your FIRST AND LAST name!

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Remember to type your FIRST AND LAST name!

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I can see me using the DRTA strategy in my ELL English classroom often. We are currently using the Action Magazine articles to entice interest in current events. The material is naturally chunked. I can create a question/prediction chart with them ahead of time to gather background knowledge.

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I see DRTA benefiting students as they acquire language. We study a lot of vocabulary and that would be a great starting point to get them talking about what they predict for the words to mean.

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I had never heard of this strategy before. I was GLAD trained in 2006, so that could be why. :) However, I was so excited to learn about it. I'm VERY anxious to try it, and use the different variations shown in the video. I think I would use this strategy often and with a variety of subjects.

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I can definitely see this benefiting students using metacognition skills. The students in the video are actually in my class. I asked them if I could show the video to the class before I used this strategy because they are now my "experts." They were thrilled. DRTA reinforced the importance of using text evidence to support their predictions. Also, if their predictions weren't "validated." They learned how they can change their predictions with supporting text evidence.

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I am excited to try this strategy. I have not used this strategy before. I can see myself using the DRTA strategy in my classroom with my reading groups. It would be great to get students discussing the articles and can be easily adapted to help all students.

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I see the DRTA benefitting students because it utilizes students' background knowledge which can prompt great discussions. I also liked how it's partially directed to help students and then they are able to make predictions and return back to their thinking after reading the chunked article. I believe that this can help my 2nd graders feel successful with bigger texts through the process this strategy is used.

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I can see myself using this strategy with introducing a new topic. Using the text is focus this year. Using text features and scanning will aid in the overall understanding of the main concepts.

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The DRTA will allow students a method to organize their thinking, create opinions, and draw conclusions prior to diving deep into new concepts. This will engage and provide a clearer purpose to their reading.

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As a learning facilitator, I plan to use the DRTA strategy with my teachers during my coaching cycle. This strategy will be a valuable addition to my toolkit for working with teachers.

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This was such a fun strategy! First, I showed them the video of the kids practicing the strategy (they were from my class). They just beamed with pride. It was so cute. Then, I kind of mixed up all the things I learned from Jen's video. I made a worksheet with the graphic Jen showed, and incorporated the anchor chart information from another teacher on predictions. Then, I gave each team a piece of butcher paper to write their predictions (in their own unique color).After they read the article, they decided whether they could validate their prediction or change them. I can see using this strategy a lot! The kids loved it. The article was on renewable and non-renewable energy and they were so engaged. It was great!

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DRTA improves comprehension by encouraging students to predict, read, and verify. It also guides them to actively question and clarify their understanding. This process can help  reinforce comprehension as they consistently check their predictions against the text.

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I can see using this with different levels and/or groups. Each group could be working on the same subject matter but with text at their level. They could do this in science or social studies or with the Journey's leveled readers.

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I made this worksheet as a modification of the strategy. I can see using this a lot in different subject areas. It would even work when introducing new math concept. Thank you for introducing this strategy. Jen you did an amazing job!

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I can see myself using the DRTA strategy frequently in the kindergarten classroom. However, the strategy would need to be simplified to suit the developmental level of young learners. The main goal would be to engage students in thinking critically about a story and making predictions based on the pictures.

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I believe the DRTA strategy would be highly beneficial for kindergarteners as they engage with text. It helps keep young students focused and motivated by encouraging them to predict what might happen next and to look for clues in the story or pictures.

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I simplified the DRTA strategy for my kindergarten students. We used the text “Squabbling Squirrels” and made predictions about what would happen next. Kindergarteners enjoy pausing in the story to predict the next event, using the squirrels' facial expressions, pictures, and the text itself to support their ideas throughout the reading.

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If I were to group kindergarten students when using the DRTA strategy, I would focus on grouping by oral language skills and promoting social interactions. The strategy fosters communication and collaboration, which provides excellent opportunities for building speaking and listening skills.

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One additional scaffold I added for young learners was the use of visual supports. We used retelling picture cards to represent the characters, settings, and key events in the story.

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This was a fun lesson. Using DRTA, I created a lesson for my ELL English class about Candy. We were talking about chemistry in candy and why that might be necessary. I drew on background information as we made predictions about chocolate. Then we create observation boards as we examined different types of chocolate chips. We made predictions about why chemistry was necessary in candy and about how chocolate was made.

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Succulents and Cactus Daily Agenda Slide

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My students are grouped in tables by varying language ability. This is necessary for my class as they rely on each other to explain and clarify in their native language. If no one else speaks their language we use other tools for success.

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Here is the variation I used. I linked the Scholastic article I was using. I am not sure if that will open for everyone unless you have an account.

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I can see myself using the DRTA strategy often, if not daily in an informal way, in my classroom. Specifically, I could use it when reading articles or texts in Social Studies to give students more purposeful ways to engage and think about the text, and continue to do so while reading.

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DRTA would give students more opportunities to think and interact with a text throughout their reading experience, and not just at the beginning or end. Or to answer a question. I see how that would help improve student's understanding of a text because they have to constantly be processing the information they're reading, or inputting.

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This strategy will be such a valuable resource for me to use as an ELD coach. I have not seen anyone in my building use it so I can't wait to try it out and then coach others to use it too. Perfect for ML students.

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I see DRTA benefiting ML students by activating their prior knowledge, teaching them to monitor their comprehension, increasing their metacognition and giving them an organized way to move through the process. Many of my students get hung up on the fluency portion of their reading and forget to think about what they are reading. This strategy holds students accountable from the beginning to the end and can be used in different subject areas.

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I haven't used this before. I do a lot of text chunking already, and some predictions, but not a lot and definitely hardly ever in English. I might need to see some more HS examples before I predict how often I'll use it. See what I did there ;)

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I see myself using this strategy rather infrequently because most of the reading we do in class is song lyrics rather than articles or stories. It could be useful for a song with multiple verses.

Michelle Piatt, Sage Crest

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I see this strategy benefitting students in lyric memorization for songs with several verses by helping them make more connections to the story of the song.

Michelle Piatt, Sage Crest

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Students are learning about eclipses- lunar and solar. They read a text and used a photo. They used a chart to record their predictions and evidence and outcome. It was also used in a group setting and kids discussed their thinking. Great activity.

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I can group the students according to reading level and assign text at their level, or I can mix students that have a range of reading levels and assign multiple texts for them to work through.

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To incorporate writing student can write a paragraph using key vocabulary from their unit.

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My science groups read a text and studied photos of solar and lunar eclipses. They used a chart I created to document their predictions/evidence/outcomes. They loved comparing their predictions.

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Currently I have my cooperative groups leveled so it really worked with this activity. Using an image helped my ELs form predictions.

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A PLC goal is to incorporate more writing. Students could add a paragraph discussing their predictions and the outcomes. They could incorporate the RACE format they are already using in ELA.

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Courtney Elizondo-Canyon View Elementary-3rd Grade

I used the DRTA strategy to make predictions about upcoming animal groups and their characteristics.

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Reflection 1 Courtney Elizondo-Canyon View-3rd Grade

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Reflection 1 Courtney Elizondo-Canyon View-3rd Grade

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I could level or group students together based on their prior prediction skill levels determined through both the STAR assessment and through formative assessments in my classroom. An advanced group would be students grouped together who provide predictions based on evidence from prior knowledge or context clues. An intermediate group could be students who give basic predictions, but may not always support their reasoning through prior knowledge or context clues. The beginner group could include students who are still developing to make predictions by giving simple or irrelevant ideas. Sentences stems could be used to help these beginner and intermediate groups practice providing evidence with their predictions.

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While making predictions during our Animal Classification unit, I provided text features to help students build on prior knowledge and context clues through the DRTA process. First having students preview the material of the animal group amphibians, and making predictions about their characteristics based on chapter text features such as photo captions. Then we intentionally chunked our reading material so we could make predictions about amphibians before they read it within the chapter together. The DRTA resource I used had a section that said during this part of the lesson: Now I'm thinking... because... and then a section on whether their next predictions was confirmed, and why or why not. After reading the entire chapter, students went through a third time and filled out my DRTA resource that stated: After reading more, I think... because... and wrote in the section on whether their predictions were confirmed, why or why not. Students based on context clues, prior knowledge, and because of vocabulary, should have predicted that amphibians were vertebrates, cold-blooded, lay eggs, and are semi-aquatic. Their predictions again throughout the reading should have been developed through looking at context clues, text features, and what they already know about prior animal groups we have covered. This DRTA model pushed students to give evidence and the reasoning behind their responses.

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I can see myself in the future moving from the DRTA printed resource I used for making the predictions, to using Corie's idea of taking chart paper, and color coding predictions with reasoning. I think that by using the chart paper, and color coding according to leveled group, it would be easier to formally assess at a glance and reteach prediction skills to students with timely feedback! I will use DRTA in mainly English Language Arts, Science, and Social Studies in my classroom.

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There are immense benefits to using the DRTA strategy with students in my classroom. When students are making predictions, they are also having to pull from their resources and background knowledge such as text features, key details and information. Having to do this helps students actively engage with the reading before, during, and after reading, which will only increase their comprehension on what information is being taught to them. Finally, the other benefits I see with this strategy is that when an educator is able to group their students according to levels, with intentional questioning, students who may or may not be struggling with prediction skills may have the opportunity to have productive collaborations and learn from each other's ideas.

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I can see myself using DRTA in science with a new topic or with a video. Giving students a chance to practice skills to predict and validate what they think with proper text can be lifelong skills. I appreciate seeing a math example, and I will probably try to look up more math examples. While I do not do a lot of text reading in math, I may be able to use it with a video.

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This type of strategy gives students the chance to write about their thinking, which may help them process it better than if they didn't write it down. It can help students make connections between things that they may already know and what they may read/see during their lesson. Student get the chance to use clues to make predictions and work on their critical thinking skills while they determine why their predictions are correct or not. The practice using sentence frames for some students may help build vocabulary and structure that they can use in their future conversation/thinking.

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Currently I use this strategy with all my classes, primarily Ancient Civ. My students are able to observe images and then compare them with their texts.

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This strategy prepares them for the upcoming text and group discussions. It aids my EL students with background schema.

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Students are learning about Hammurabi's Code.

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My students are currently leveled as this text is a higher level text. I used their current STAR Reading scores to level them and partner my lower readers with students who are at a higher reading level.

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I may add a vocabulary section and have them add a touch of a CCD to it and sketch their ideas.

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I have used a graphic organizer similar to this in Science classes with a moon unit. In this unit students are using both photos and text- a focus is text features this quarter.

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Students are all so visual and love to look at images of their topics. Using both photos and text in this DRTA added an extra layer of higher level thinking and allowed for more group collaboration and discussions.

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I anticipate frequently incorporating the DRTA strategy in my classroom, as it effectively enhances reading and critical thinking skills, fosters deeper text comprehension, and encourages students to engage actively by formulating insightful questions about the text.

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I believe the DRTA strategy will greatly benefit my students by enhancing their comprehension skills, teaching them to locate specific information within a text, and fostering increased metacognition during the reading process.

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I think this is a really helpful strategy! I think forcing my kids to stop and make predictions will be quite helpful for them--actually, I know that, because we historically do it quite a bit in my classroom. However, I think the missing piece for me has been encouraging self-analysis of the predictions the student has just made. That should unlock some more growth through self-reflection and reflection in a peer group. I'm excited to use the strategy as soon as my next SLA lesson!

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I used this with my 2nd graders for an informational text we studied from Journeys called, Jellies: The Life of Jellyfish. I had students do the predictions before, during, and after reading the story to them. Some students sketched their answers in the boxes. I then had students share with their teammates and then as a class we reviewed together.

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I currently have students leveled strategically including academic level and language proficiency. I believe this helps with this strategy as students can help each other as well as explain things in kid-friendly language to each other.

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One variation I would like to use with this strategy would be for my leveled reading groups. I could adapt this to make it more challenging for my above level students by having them make more predictions and use multiple text evidence sentence stems to support their reasoning.

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Like I said, student growth should be unlocked by the opportunity to self-reflect. It works because of the peer involvement; they motivate each other to share their thoughts and opinions. When students are talking about something, it drastically increases their understanding of the subject matter and gives them a low-stakes, highly encouraging way to put themselves out there just enough to catalyze learning.

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I see myself definitely using DRTA more often in the dual classroom as it promotes active reading, enhances comprehension and leads to discussions. It is a great strategy to get students thinking about what they are reading.

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I see DRTA benefiting students through discussions as they practice the language of instruction, by giving all students the opportunity to have a prediction whether based on pictures or words/pictures and having students practice finding text evidence.

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I didn't know the actual name of this strategy, but I have used it with texts for years. I use it along with talking to the text in my regular English classes. I like it because it repeatedly asks kids to check their understanding of the text and to revise their understanding as they go. I like for students to also highlight or record confirmation or negation of their predictions, so they are also gathering evidence.

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I see DRTA helping students to access background knowledge, setting a purpose for reading, and checking their understanding of the text. By chunking the text, the text becomes more accessible and manageable. By making predictions, students will access what they have learned previously or from the text to set expectations about what they are about to read. By revising their predictions, students are checking their understanding and using text evidence to prove or disprove their predictions.

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I could select texts of varying reading levels on the same topic to accommodate for language variations in my students. I could then group them in homogeneous groups for this activity.

I could also do in a more jigsaw manner. Each groups' section could be accommodated with questions and reading levels appropriate for that group's ability, and then each group shares what they ultimate learned so that they are also practicing oracy.

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Honestly, this is a new strategy for me. I haven't heard of the strategy or seen it in action, besides the video. I am still kind of pondering when it would be best to use it, so I am excited to look at what everyone posts in the padlet so I can get some more ideas.

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I see DRTA benefitting students by making them think about prior knowledge in order to make their predictions, which therefore allows them to do some inferencing. It also makes them prove their prediction using text evidence, which is very important. I also think it makes them more invested in what they are learning because they are connected to their predictions.

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Since this was my first time doing the strategy, we did it whole group. We were reading "Mapping Our World", one of our social studies magazines.

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After doing it whole group for the first time, I think I will spend the rest of our social studies magazines pulling small groups. I could differentiate and do it by ability level. I could also have students choose the section of the magazine that they find most appealing and pull small groups just based off of interest. That may be fun so that students of different levels can come together and give insight.

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We just stuck to text evidence and page number for our prove, but I would like to add in a column for text or graphic features. Then students would have to be more specific as to what feature gave them this information- paragraph, illustration, photograph, diagram, sub headings, etc... I would then follow up with a Step Up paragraph to summarize.

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Herre is a handout I created, just paste the text into the boxes for each chunk.

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Without going into too many details, I will have to take this down to a Pre-K level for my students. I can see this looking like giving them a few pictures and having them work on sequencing.

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This strategy will help my students work on sequencing and comprehension. A majority of my students struggle with comprehension. As I mentioned in Q1, for my students the best way to use the DRTA strategy will be with sequencing pictures. Most will start with 2 pictures then work our way up to more.

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I use the DRTA with my reading students to make predictions about our new weekly text.

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I used this strategy with a leveled group of students already. If I were to use this with my whole class, I would include sentence stems they could choose from or have them predict in a partner group. I already included the check box at the end which saved a lot of time but I only had it for the first check. In the future, I would modify so there was a check box option to check each prediction.

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I really liked the DRTA that I used but having three on one side of the page didn't leave much space for students to write detailed predictions or to provide more than one reason why they made the prediction. Since it was the first time using the form, I had my students share the rest of their reasons with their table group but in the future, I would like to make it double sided so they have more writing space on each side. We spend so much time asking students to give complete answers that it seemed a shame to have them cut off their thinking.

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I see myself using this strategy weekly in my leveled reading group. We have a new text each week-- many of them informational text that would work amazingly well with this activity. I would like to use it with my whole group too but it would need to be less often. We already have so much crammed into our whole group reading time and the texts lend themselves less to making quality predictions. I would like to try it during social studies time. We have the magazines that would work well.

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I think this is a great tool to help students use text evidence to support their thinking. This is a skill that we have practiced in the past but I think the scaffolded way of organizing it helps each student participate in a meaningful way.

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Students are pictured with a section from a social studies text about events that lead to the Revolutionary War.

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Pictured are students working in teams to complete the DRTA on an short reading passage about a event that lead to the Revolutionary War.

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I could group students based on their reading level and include different scaffolded supports to help with the text.

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For the most part, the texts we used were not long and only led to 1 prediction which is why I chose to do the posters instead. For longer texts, I adapted a few ideas from the worksheets shared. For 5th grade, I like the idea of students constantly coming back to the text evidence and interacting with it.

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I currently group students based on language skills and reading ability based on CAT scores, CBM, CORE and informal methods such as reading inventories, writing samples, and classroom observations. I would categorize students into proficiency levels and differentiate with leveled materials and scaffolding.

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One variation that I would use for this strategy would be to level the text being used. I think this would be a great strategy for use during reading groups, which allows for me to cater the text based on the students’ reading ability. I’m also thinking that if my students are not readers yet, if they would still be able to make predictions based on the pictures/title and then I could read the text to them. (?)

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I can see myself using this strategy in the classroom frequently. It would be great for leveled reading groups before beginning the new text for the week. I also think that this would be a great strategy used informally for whole class. Before beginning a reading, I would have students contribute a couple predictions and I would write them on the board. As we read, we could see and respond to whether our predictions were correct. I could also get them sharing with each other using the sentence frames.

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I see DRTA benefitting students because it helps students with making those predictions and thinking about their reading and texts. It also activates their prior knowledge and allows them to make an early connection to the text. Additionally, this strategy allows them to be able to use text evidence to support their answer to build upon those skills.

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I can see grouping students in different ways depending on the text. If I have access to the same text at different levels I would group students on reading levels. If not, I would group students with varying oral language levels, give each student a specific job with supports (pictures, sentence stems, etc.) to give them the tools to show their learning and to encourage agency.

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For Newcomers- try using picture file cards and tiered vocabulary support to provide comprehensible input. I also used 2 options with visuals for each prediction and gave my newest newcomer the ability to select their prediction by pointing and then voicing with support.

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I used DRTA strategy to make predictions about explorers.

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I can use different texts on the same topic or theme, matched to various reading levels, and create mixed-ability groups. In these groups, I’ll pair stronger readers with developing readers so they can support and learn from each other.

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After making predictions, students swap with a partner to review and evaluate each other's ideas. This encourages critical thinking and helps them refine their reasoning.

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I can use Mixed-ability grouping: pair higher-level students with those who need more support while supplying sentence frames to help the less proficient students.

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One additional scaffold I will use For Newcomers and Multilingual Learners is to incorporate picture cards to support comprehension and provide additional sentence frames to help them articulate predictions and responses more effectively.

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I used the text- "Spaghetti in a Hot Dog Bun" with a group of WIDA 1 second graders. We used lots of scaffolds (visuals, sentence starters, matching pictures and words, and "this or that" choices). They succeeded with understanding to use background knowledge and evidence from the text to confirm. I will definitely use this strategy again.