November GLAD Jam - DRTA by Jennifer Gonzalez

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

jennifergonzalez15 — 2024-10-15 21:51:17 UTC

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

jennifergonzalez15 — 2024-10-15 21:53:09 UTC

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

jennifergonzalez15 — 2024-10-15 21:54:47 UTC

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

jennifergonzalez15 — 2024-10-15 21:55:20 UTC

Photo of DRTA

corieschorer — 2024-10-31 21:55:22 UTC

Remember to type your FIRST AND LAST name!

corieschorer — 2024-10-31 22:00:28 UTC

Remember to type your FIRST AND LAST name!

corieschorer — 2024-10-31 22:00:33 UTC

Remember to type your FIRST AND LAST name!

corieschorer — 2024-10-31 22:00:38 UTC

Remember to type your FIRST AND LAST name!

corieschorer — 2024-10-31 22:00:43 UTC

Remember to type your FIRST AND LAST name!

corieschorer — 2024-10-31 22:00:49 UTC

Jaimie Littrell

2024-11-05 15:09:02 UTC

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.

Jaimie Littrell

2024-11-05 15:10:18 UTC

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.

Joan Marble-4th Grade Amon Creek

2024-11-05 20:32:56 UTC

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.

Joan Marble-4th grade Amon Creek

2024-11-05 20:38:55 UTC

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.

Morgan Valerio- 2nd Grade SSV

2024-11-11 23:04:30 UTC

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.

Morgan Valerio- 2nd grade SSV

2024-11-11 23:07:20 UTC

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.

Stacey Moody- Science- Chinook

staceymoody — 2024-11-14 20:40:23 UTC

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.

Stacey Moody- Science Chinook

staceymoody — 2024-11-14 20:42:25 UTC

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.

Learning Facilitator-all subjects

2024-11-14 23:35:47 UTC

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.

Joan Marble-Amon Creek 4th Grade

2024-11-14 23:41:38 UTC

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!

Susie Oord-Learning Facilitator-all subjects Chinook

2024-11-14 23:48:03 UTC

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.

Joan Marble 4th Grade Amon Creek

2024-11-15 00:16:02 UTC

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.

Joan Marble-4th Grade Amon Creek

2024-11-15 00:21:29 UTC

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!

Lani Lepka - K - Amistad

2024-11-18 19:25:26 UTC

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.

Lani Lepka - K - Amistad

2024-11-18 19:25:53 UTC

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.

Lani Lepka - K - Amistad

2024-11-18 19:27:55 UTC

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.

Lani Lepka - K - Amistad

2024-11-18 19:30:54 UTC

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.

Lani Lepka - K - Amistad

2024-11-18 19:58:29 UTC

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.

Jaimie Littrell

2024-11-18 22:44:15 UTC

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.

Jaimie Littrell

2024-11-18 22:48:47 UTC

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.

Jaimie Littrell

2024-11-18 22:49:54 UTC

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.

Kaitlyn Thiede- 5th- RV

kaitlynthiede1 — 2024-11-19 01:35:35 UTC

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.

Kaitlyn Thiede- 5th- RV

kaitlynthiede1 — 2024-11-19 01:40:25 UTC

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.

Tara Hamner

2024-11-19 20:28:01 UTC

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.

Tara Hamner- ELD Facilitator

2024-11-19 20:37:13 UTC

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.

Scrimsher KaHS

katelynscrimsher — 2024-11-22 21:39:56 UTC

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 ;)

Elementary Music

michellepiatt1 — 2024-11-26 02:06:45 UTC

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

Elementary Music

michellepiatt1 — 2024-11-26 02:07:43 UTC

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

Stacey Moody-Chinook

staceymoody — 2024-11-27 17:19:16 UTC

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.

Stacey Moody-Chinook

staceymoody — 2024-11-27 17:20:58 UTC

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.

Stacey Moody-Chinook

staceymoody — 2024-11-27 17:22:01 UTC

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

Emily Otto-7th Science Chinook

staceymoody — 2024-11-27 17:31:34 UTC

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.

Emily Otto- 7th Science

staceymoody — 2024-11-27 18:06:38 UTC

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

Emily Otto-7th Science

staceymoody — 2024-11-27 18:08:07 UTC

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.

2024-11-27 20:25:57 UTC

Courtney Elizondo-Canyon View Elementary-3rd Grade

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

Reflection 1 Courtney Elizondo-Canyon View-3rd Grade

2024-11-27 20:32:38 UTC

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.

Courtney Elizondo-Canyon View-3rd Grade

2024-11-27 20:41:10 UTC

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.

Courtney Elizondo-Canyon View Elementary-3rd Grade

2024-11-27 20:46:57 UTC

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.

Courtney Elizondo-Canyon View-3rd Grade

2024-11-27 20:54:56 UTC

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.

Meghan Reiman HMS math and science

2024-12-01 06:34:24 UTC

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.

Meghan Reiman HMS math and science

2024-12-01 06:47:04 UTC

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.

Kamaile Moody- HHH- Ancient Civ

2024-12-01 22:40:25 UTC

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.

Kamaile Moody- HHH- Ancient Civ

2024-12-01 22:41:27 UTC

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

Kamaile Moody-HHH Ancient Civ

2024-12-01 22:42:34 UTC

Students are learning about Hammurabi's Code.

Kamaile Moody- HHH Ancient Civ

2024-12-01 22:43:46 UTC

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.

Kamaile Moody-HHH Ancient Civ

2024-12-01 22:44:38 UTC

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

Emily Otto- Chinook 7th Science

2024-12-01 22:46:22 UTC

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.

Emily Otto- Chinook 7th Science

2024-12-01 22:47:53 UTC

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.

America Fonseca- Eastgate-4th

2024-12-02 01:44:03 UTC

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.

America Fonseca- Eastgate-4th

2024-12-02 01:45:16 UTC

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.

Matt Yeager FZ

2024-12-03 18:24:29 UTC

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!

Morgan Valerio- 2nd SSV

2024-12-03 21:48:58 UTC

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.

Morgan Valerio- 2nd SSV

2024-12-03 21:51:03 UTC

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.

Morgan Valerio- 2nd SSV

2024-12-03 21:53:09 UTC

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.

Matt Yeager FZ

2024-12-03 22:04:15 UTC

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.

Melisa Hernandez- EG

2024-12-04 03:27:47 UTC

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.

Melisa Hernandez- EG

2024-12-04 03:34:27 UTC

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.

Britni Royce SRHS

britniroyce — 2024-12-04 16:27:59 UTC

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.

Britni Royce-SRHS

britniroyce — 2024-12-04 16:31:52 UTC

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.

Britni Royce-SRHS

britniroyce — 2024-12-04 16:35:19 UTC

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.

Leslee Heitz- 3rd @ RV

2024-12-04 16:53:10 UTC

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.

Leslee Heitz- 3rd @ RV

2024-12-04 16:54:49 UTC

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.

Leslee Heitz- 3rd @ RV

2024-12-04 16:55:43 UTC

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.

Leslee Heitz- 3rd @ RV

2024-12-04 17:00:46 UTC

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.

Leslee Heitz- 3rd @ RV

2024-12-04 17:02:27 UTC

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.

Britni Royce-SRHS

britniroyce — 2024-12-04 17:07:02 UTC

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

Britni Royce-SRHS

2024-12-04 17:08:09 UTC

Karla Flores

2024-12-04 22:55:49 UTC

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.

Karla Flores

2024-12-04 22:58:17 UTC

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.

Brienna Bailey- Westgate 3rd Grade

2024-12-09 18:51:39 UTC

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

Brienna Bailey- Westgate 3rd Grade

2024-12-09 18:54:18 UTC

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.

Brienna Bailey- Westgate 3rd Grade

2024-12-09 18:59:04 UTC

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.

Brienna Bailey- Westgate 3rd Grade

2024-12-09 19:02:51 UTC

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.

Brienna Bailey- Westgate 3rd Grade

2024-12-09 19:05:00 UTC

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.

Kaitlyn Thiede- 5th/ RV

kaitlynthiede1 — 2024-12-09 19:36:36 UTC

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

Kaitlyn Thiede- 5th/RV

kaitlynthiede1 — 2024-12-09 19:40:31 UTC

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

Kaitlyn Thiede- 5th/RV

kaitlynthiede1 — 2024-12-09 19:47:03 UTC

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

Kaitlyn Thiede- 5th/RV

kaitlynthiede1 — 2024-12-09 19:58:18 UTC

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.

Hayley Crider- 1st EG

2024-12-09 20:15:28 UTC

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.

Hayley Crider- 1st EG

2024-12-09 20:28:24 UTC

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. (?)

Hayley Crider- 1st EG

2024-12-09 20:43:30 UTC

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.

Hayley Crider- 1st EG

2024-12-09 20:56:37 UTC

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.

Tara Hamner - ELD Facilitator @ Lincoln

2024-12-09 22:24:07 UTC

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.

Tara Hamner ELD Facilitator @ Lincoln

2024-12-09 22:31:29 UTC

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.

America Fonseca-Eastgate 4th

2024-12-10 02:35:28 UTC

I used DRTA strategy to make predictions about explorers.

America Fonseca-Eastgate 4th

2024-12-10 02:36:28 UTC

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.

America Fonseca- Eastgate 4th

2024-12-10 02:38:53 UTC

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.

Susie Oord All subjects

2024-12-10 17:13:17 UTC

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.

Susie Oord All subjects

2024-12-10 17:21:56 UTC

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.

Tara Hamner ELD Facilitator Lincoln

2024-12-10 19:09:54 UTC

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.

Rebecca Smith-Hickey 4th Grade Amon Creek

2024-12-11 16:16:45 UTC

I'd also never heard of this strategy but love it! I could easily see it being used in every area but I immediately thought of our novel studies during book club time and for use with the social studies newsletters.

Hayley Crider- 1st EG

2024-12-11 23:20:10 UTC

Using DRTA to make predictions about a science book we read about light.

Tricia McMullen 3rd @ RV

2024-12-12 00:20:08 UTC

This is a new strategy for me! I haven't ever heard of it or used it before. I can see how it could be used when introducing new concepts or reading materials.

Tricia McMullen3rd @ RV

2024-12-12 00:27:34 UTC

I really see this strategy benefiting students with the explicit instruction of metacognition. I like the built-in pauses and the reflections on the predictions. We spend a lot of time working with students to reference the text when answering questions. I appreciate how this strategy reinforces this skill with confirming or refuting predictions with text evidence.

Tricia McMullen- 3rd @ RV

2024-12-12 00:33:34 UTC

These are three samples from the literature circles in my reading group. We were just starting new novel studies, so I created an article about the natural disaster they would be reading about the build background knowledge.

Tricia McMullen -3rd @ RV

2024-12-12 00:35:20 UTC

I could group students based on their reading levels or using STAR Data to base it on specific standards they are missing. I could also base it on interest levels. This time I group students based on the I Survived story they were going to read.

Tricia McMullen- 3rd @ RV

2024-12-12 00:37:51 UTC

I like the idea of writing a summary at the end of what they learned and having them incorporate the vocabulary they read about. I also like the idea of adding in the Depth and Complexity icons while reading, as that has been something we have learned during reading groups.

Kevin Gutierrez HA Tech

2024-12-12 16:18:55 UTC

The DRTA strategy can benefit my classroom by encouraging them to make predictions about a text, read to confirm or revise their predictions, and discuss their reasoning. This type of strategy promotes active engagement, critical thinking, and deeper comprehension.

Kevin Gutierrez HA Tech

2024-12-12 16:20:35 UTC

I can see myself using the DRTA strategy at the start of every new unit. This would allow students to make predictions and later confirm or revise their predictions. I believe it would be beneficial throughout the unit as well when a critical standard is being addressed.

Kevin Gutierrez HA Tech

2024-12-12 16:28:04 UTC

When using the DRTA strategy, I can group students based on their reading levels or abilities, creating heterogeneous groups to foster peer support or homogeneous groups for targeted instruction. This allows for differentiated support, where advanced readers can help guide others in making predictions and analyzing texts, while struggling readers receive more focused guidance to improve their comprehension skills.

Kevin Gutierrez HA Tech

2024-12-12 16:31:07 UTC

I used Google Docs for my DRTA strategy in my class. Each student got their own copy of the worksheet this time around. I would like to eventually group students and placed them into the same Google Docs so they can collaborate on the same document. I just need to figure out the logistics of placing over 300 students into groups.

Melissa Allwine

2024-12-12 17:22:27 UTC

I plan to use this strategy weekly with each Journeys story. I see myself using the DRTA strategy in ELA, science, and social studies reading passages. I currently have students make predictions and do a picture walk with some stories. I plan to add the DRTA to enhance the prediction strategies that we are already using.

Amity Amacker

2024-12-12 17:23:26 UTC

I could potentially use the DRTA strategy as part of my weekly Journeys story (espcially nonfiction texts). Students would use a T/F format to anticipate what is happening in the story before they read (an "anticpication guide"} created by the teacher. They would use these T/F questions in conjunction with their picture walk (before reading the actual text). During whole group reading, they will re-repond to the same question again. It would be an excellent way to monitor and clarify their understanding of the story.

Melissa Allwine - 3rd grade Lincoln

2024-12-12 17:30:58 UTC

I can see DRTA benefiting students that are learning new language, vocabulary, and prediction skills. It will encourage classroom conversation where students can share background information. Students will also benefit from going back to the text to look for clues in the story or pictures.

Amity Amacker

2024-12-12 17:32:21 UTC

I see the DRTA benefiiting my students because it requires them to practice finding text evidence to prove their predictions. The pre-assigned stopping points, where they take time to validate their answers also helps them chunk their thinking. This will provide them with a strategy they can use on the SBA or STAR tests when working independently.

Scrimsher KaHS

katelynscrimsher — 2024-12-12 17:54:55 UTC

I see the benefits for all. Kids who are lower can benefit from the support of their teammates who are higher, kids who are higher can benefit by teaching the lower ones what they've learned, or how they came to that prediction, a great form of solidifying understanding.

Rebecca Smith-Hickey 4th Grade Amon Creek

2024-12-12 18:42:26 UTC

I think the DRTA strategy will help promote classroom discussion about texts, it will help expand their vocabulary and understanding. I also see it helping them to with finding text evidence in response to questions (something my kids struggle with! they like to just quote huge swaths of text and call that evidence lol) and hopefully be able to put it into their own words.

Melissa Allwine

2024-12-12 18:46:44 UTC

I used the DRTA strategies with a True/False prediction page that I was already using. Students did a picture walk through the story before reading. Then we chunked the story so that we could go back and find text evidence to confirm or change our predictions.

Scrimsher KaHS

katelynscrimsher — 2024-12-12 18:50:22 UTC

Melissa Allwine

2024-12-12 18:54:14 UTC

I can use this strategy during RTI and with groups by using leveled readers and reading passages with different Lexile levels.

Scrimsher KaHS

katelynscrimsher — 2024-12-12 19:07:06 UTC

My variation was probably watered down, but the engagement level was SO GREAT. They were making predictions about which sport was most popular according to Mexicans. It's a different culture for many of my students, but not for all. I saw some with Mexican heritage talking to others who had no clue. I liked the culture element my variation brought, but it lacked in the foundation of DRTA as I understand it.

Scrimsher KaHS

katelynscrimsher — 2024-12-12 19:08:50 UTC

I think using this with a new grammar concept would be useful. My students have an understanding of a few different conjugations of verbs, but as a dept. we've seen an overall lack in the 'we' 'nosotros' form. Exposing them to it in a low affective filter environment could be useful.

AmiTty Amacker

2024-12-12 19:56:32 UTC

I incorporated the DRTA strategy with my pre and post reading anticipation guide used with my Journey informational Text, "Technology Wins the Game". Students made predictions after their picture walk, then reevaluated their predictions at stopping points by using sentence frames (on sticky notes). They also notated the page numbers where their predictions were confirmed or changed and the reason they changed them.

Amity Amacker

2024-12-12 20:07:53 UTC

I could level my students using the Journeys Leveled readers. The DRTA strategy can be used with the "on, below, or above" leveled readers or even the vocabulary or close reader. Simplified sentence frames or preprinted sentence frames is another way to vary the skill. My more advanced students can write their sentence frames out quickly, while others need pre-made frames for time efficiency. Students could also respond verbally depending on their ability levels.

Amity Amacker

2024-12-12 20:14:54 UTC

I think expanding this skill into science with our next science kit will be fun. I plan on trying it with our upcoming animal habitats science content. It's perfect for making hypotheses and reevaluating them throughout the unit.

Stephanie Pearson AM 4th

2024-12-12 20:30:42 UTC

I can see myself using the DRTA strategy in a variety of subjects. We do something similar with our close reading that we do, but didn't know that there was a GLAD strategy like it.

Stephanie Pearson AM 4th

2024-12-12 20:32:59 UTC

I see DRTA benefiting students because they are using their own thinking, predicting skills and work on their reading abilities. This strategy helps guide the students thinking on any text which is helpful to reinforce their comprehending skills.

Stephanie Pearson AM 4th

2024-12-12 20:35:51 UTC

I could use the information to group students with like level groups, mix groupings of students based on their levels. The students could be working on the same text but using their level or reading within their groups.

Stephanie Pearson 4th AM

2024-12-12 20:37:22 UTC

One thing that we are working on 3rd-5th is using the RACE strategy when responding to reading. Also, would help with writing summaries based on reading a higher level text.

Stephanie Pearson 4th AM

2024-12-12 21:08:25 UTC

Planning to use this as a start of the Salmon unit which is new to 4th grade at our school.

Kevin Gutierrez HA Tech

2024-12-12 21:13:24 UTC

A Google Doc assignment each student did individually. With the rise of AI in schools, I wanted to introduce what it is and the pros and cons that come with it.

Baylee Gutierrez HA 4th

2024-12-12 21:30:53 UTC

I have used the DRTA strategy in the past. I like to use it when introducing new topics that students aren't familiar with. I have used it plenty of times during our science block.

Baylee Gutierrez HA 4th

2024-12-12 21:33:50 UTC

The DRTA strategy has benefited my class in many ways. I use this strategy to target higher vocabulary words that they may not know. I am able to use different levels of dok to gauge student understanding and challenge them to think creatively.

Baylee Gutierrez HA 4th

2024-12-12 21:36:12 UTC

In the past, I have grouped them based on ability and used this activity during centers. Thanks to new AI programs, I have been able to upload any passage that I have and convert it into a passage of my students ability level while maintaining the important key details. This has worked in the past and I continue to use this method.

Baylee Gutierrez HA 4th

2024-12-12 21:43:54 UTC

After reading the entire text, I have my students reflect on their initial predictions and the final outcome. They also explain why the story turned out the way it did and how their thinking evolved.

Baylee Gutierrez HA 4th

2024-12-12 21:59:50 UTC

I recently used this for one of my small group assignments during our reading groups.

Christina Cortez-Amistad Tier 2

2024-12-12 22:40:42 UTC

I enjoyed this strategy as I plan on using during our social-emotional group lessons. This will allow students to share and have input. This strategy will allow students to expand their thinking and vocabulary relating to their emotions.

Christina Cortez-Amistad Tier 2

2024-12-12 22:44:10 UTC

DRTA will allow students to expand their knowledge of making predictions. They will be able to practice using sentence structure and exposure to new vocabulary.

Elementary Music

michellepiatt1 — 2024-12-12 23:02:30 UTC

Michelle Piatt, Sage Crest

Elementary Music

michellepiatt1 — 2024-12-12 23:03:39 UTC

I could group students by reading level based on progress monitoring that was just completed, or I could group students by who is singing in choir currently verses who isn't, as the choir students receive more music instruction each week than their peers.

Michelle Piatt, Sage Crest

Elementary Music

michellepiatt1 — 2024-12-12 23:04:28 UTC

This is the first time I've tried this strategy, so I haven't done any variations yet. I wonder if it would work well with a song with multiple verses and kids could predict what will happen in the story of the song.

Michelle Piatt, Sage Crest

Rebecca Smith-Hickey, 4th Grade Amon Creek

2024-12-12 23:22:06 UTC

I immediately thought of using this with our book clubs in which we've already leveled our kids but I could also see using it with leveled groups in science or social studies for texts that are at different levels so kids can dive into the information to the best of their ability.

Rebecca Smith-Hickey

2024-12-12 23:24:26 UTC

No variations yet but I could see using this strategy with a text and then using it to practice with writing answers to short answer questions.

MaryAnn Gallaher 4th Southgate

maryanngallaher1 — 2024-12-12 23:27:30 UTC

I can see myself using this strategy every time we begin a new text or video. I really love this strategy because it starts to engage the students and get them interested in the text.

MaryAnn Gallaher 4th Southgate

maryanngallaher1 — 2024-12-12 23:28:40 UTC

I see this strategy benefiting students by connecting text to self and text to world using background knowledge.

MaryAnn Gallaher 4Th Southgate

maryanngallaher1 — 2024-12-12 23:29:32 UTC

MaryAnn Gallaher 4th Southgate

maryanngallaher1 — 2024-12-12 23:31:14 UTC

I would group student heterogeneously by grouping students with other students that are at varying levels. The students who are more advanced may spark information that the struggling students can build off of.

Rebecca Smith-Hickey, 4th Grade Amon Creek

2024-12-12 23:32:33 UTC

I made this to use with a book we're starting to read in book clubs.

MaryAnn Gallaher 4th Southgate

maryanngallaher1 — 2024-12-12 23:32:49 UTC

The variation that I'm most interested in was briefly described in the video, using this strategy with videos that can correlate with a text. I actually found a video on Mystery Science that I was able to chunk and have students use this strategy with. It was perfect!

Christina Cortez-Tier 2 Amistad

2024-12-13 00:00:41 UTC

I would group students according to their reading level and reading comprehension. Students could be grouped in beginning-level teaching what a prediction is, and higher-level teaching would be the understanding of seeing how close or far their prediction was.

Christina Cortez-Amistad Tier 2

2024-12-13 00:04:40 UTC

Students could turn and talk about their predictions. To accommodate students, I would provide visual support for students who cannot read or write. This would allow them to use picture supports such as story-telling cards that can help them predict the story.

Christina Cortez-Amistad Tier 2

2024-12-13 02:48:05 UTC

My students enjoyed Tacky's Christmas. I enjoyed hearing their predictions.

Melisa Hernandez-EG

2024-12-13 16:23:00 UTC

Students wrote predictions on a book about places with high temperatures.

Melisa Hernandez

2024-12-13 16:26:45 UTC

I used this strategy during reading groups, and the students were already grouped by fluency and comprehension levels. The higher group required no scaffolds while the lower groups was provided with scaffolds and examples.

Melisa Hernandez-EG

2024-12-13 16:34:49 UTC

A variation that I would do in the future is if I were to do it whole group, I would do a collaborative DRTA where students work in their groups and have the graphic organizer on a big sheet of paper where students write using a different color and write their initials at the end of their sentences for reference on who wrote what.

Stephanie Doherty

2024-12-20 17:52:32 UTC

I use this strategy a lot but in a slightly different way. I like the idea of having them do more specific things during the reading, reflect on their predictions, and think about what they will do moving forward.

Stephanie Doherty -7th Grade Chinook

2024-12-20 18:04:40 UTC

DRTA allows students to analyze their thinking and helps them have higher-level conversations about the text.

Stephanie Doherty

2024-12-20 18:13:53 UTC

Each student did this individually and then discussed the end of the novel afterwords. They had great discussions!

Stephanie Doherty

2024-12-20 18:16:42 UTC

I teach honors ELA, so I use this strategy with table teams and partners usually.

Stephanie Doherty

2024-12-20 18:24:14 UTC

I could incorporate this into one of my book club roles in the future.