How is the directed reading-thinking activity (DR-TA) both alike and different from the guided reading lesson?
What will be an ideal response?
In the guided reading lesson, the teacher typically establishes the purpose. It can begin as soon as students have a good sense of what reading is, understand some initial consonant correspondences, and have learned some high-frequency words. In the directed reading-thinking activity (DR-TA), students take responsibility and decide on the purpose based on his or her preview. It should not be started until students have background knowledge to bring to the selection and can attack difficult words independently. Guided reading should be used until that point.
Both guided reading and DR-TA use similar tactics to decide on the type of selection to read, the time to be spent, and the balance of oral and silent reading practice. They both use the same five steps: introducing, reading, discussing, rereading or revisiting, and extending the text.
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