Question

How does the way the information is presented help you understand the process?

The author contrasts the materials needed with the desired result.
The author uses headings and numbers in each step.
The author uses descriptive words to help you visualize the recipe.
The author provides suggestions for serving the cake.

Answer 1

Section 7:
Instructional Strategies That Facilitate
Learning Across Content Areas
Research shows that teacher integration of literacy-related instructional strategies facilitates student
learning across all content areas. With the use of content-specific information, it is through the
literacy skills of reading, writing, listening, speaking, viewing and presenting that students acquire
and retain content knowledge and content-specific abilities.
A variety of literacy-related instructional strategies that assist content-area learning are included in
this section. The provided instructional strategies are designed for use by all content area teachers, as
well as English language arts teachers, remedial reading and language arts teachers, literacy specialists
and literacy coaches. They are designed for implementation by those teaching Grades 4-12. The
instructional strategies presented are not reliant on extra texts, supplies or funding.
The instructional strategies provided in this section are not exhaustive, they are only representative
of innumerable effective strategies a teacher may choose to use. Variety is key. The instructional
strategies are grouped by support for: comprehension, vocabulary, fluency and spelling; within those
categories they are randomly presented. The classroom teacher must determine the most effective
instructional strategy for her/his students.
The provided instructional strategies should be used with diverse fictional and nonfiction texts;
should be used before, during and after reading; should be used as pre- and post-assessments, and
should be used with students independently, in pairs, in small groups and as a whole class. A varied
approach is crucial to meeting the needs of all learners.
The instructional strategies presented must be introduced with explicit instruction and teacher
modeling, and then continued with scaffolding and coaching from the teacher as students apply
them to a range of texts. The instructional strategies must be implemented appropriately and with
a specific purpose. It is critical teachers embed the strategies into the content they are already using
that is aligned with state standards, district curriculum, school mission, and grade-level goals.
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The Directed Reading-Thinking Activity (DRTA)
USE: All Content Areas - All Grade Levels - Before and During Reading
FOCUS: Comprehension Strategies: Prediction, Inference and Setting Reading Purpose
FOR DETAILED INFORMATION SEE: Stauffer, 1969; Readence, Moore, Rickelman, 2000
The DRTA is a discussion format that focuses on making predictions. It requires students to use
their background knowledge, make connections to what they know, make predictions about the
text, set their own purpose for reading, use the information in the text and then make evaluative
judgments. It can be used with nonfiction and fiction texts.
Procedure (begin by explaining and modeling):
1. The teacher divides the reading assignments into meaningful segments and plans the lesson
around these segments.
2. In the class introduction, the teacher leads the students in thinking about what they already
know about the topic. (“What do you know about ...? What connections can you make?)
3. The teacher then has the students preview the reading segment examining the illustrations,
headings and other clues to the content.
4. The teacher asks students to make predictions about what they will learn.
5. Students may write individual predictions, write with a partner or contribute to an oral
discussion creating a list of class predictions.
6. Students then read the selection and evaluate their predictions. Were their predictions
verified? Were they on the wrong track? What evidence supported the predictions?
Contradicted the predictions?
7. Students discuss their predictions and the content of the reading.
8. The teacher and students discuss how they can use this strategy on their own and how it
facilitates understanding and critical thinking.
9. The teacher and students repeat the process with the next reading segment that the teacher
has identified.
10. The teacher closes the lesson with a review of the content of the reading and a discussion of
the prediction strategies students should use as they read any text.
My predictions What the text actually stated
A teacher may use a simple two-column guide (my predictions/what the material actually said) or
a KWL chart as an organizing format. After having done the DRTA several times with the whole
class, the teacher can then have students work in small groups and follow the DRTA steps

Answer 2

medal

Answer 3

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