hinking Activity builds critical awareness of the reader’s role and responsibility in interacting with the text

The Directed Reading-Thinking Activity builds critical awareness of the reader’s role and responsibility in interacting with the text. It involves readers in the process of predicting, verifying, judging, and extending thinking about the text material. 

For this assignment, you will need to work with 3 elementary aged children. As you work with the students, follow these directions:

1.      Have students focus on the title and illustrations, and ask them:

·         What do you think this story will be about?

·         Why do you think it’s about that?

2.      Write the students’ predictions on a chart, paper, or the board.

3.      Direct the students to read to a logical stopping point, then ask:

·         Now that you’ve had a chance to read the beginning of the story, what do you think it’s about?

·         Would you like to change your predictions or make new ones?

4.      After the predictions have been changed or refined, ask why they made the change, or find the specific part in the book that made them think that.

5.      Redirect questions as needed.

6.      When there are no more ideas, direct students to read the next segment of the book silently.

7.      Ask similar or other related questions.

8.      Have students continue reading the book, stopping at logical points, and engaging in the same cycle of question until the story is finished.

As you work with the children, complete the Directed Reading-Thinking Activity Template.  Compare your submission to the grading rubric provided. 

When you’ve completed the activity, write a summary and reflective analysis of the experience.  Both should be 250–300 words each and thoroughly describe the experience and your thoughts. 

For examples and details on this assignment, refer to pages 215 and 363 in the textbook.

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