Instructional Practices for Reading Teachers

Teacher Candidate:

Student Grade Level:

Content/Subject Area:

Reading Selection (usually a textbook or nonfiction material):

Purpose for Reading:

Directions

DRA is a strategy that provides students with instructional support before, during, and after reading. The teacher takes an active role preparing students to read the text by pre-teaching important vocabulary, eliciting prior knowledge, teaching students how to use a specific reading skill, and providing a purpose for reading. (See this module/week’s presentations and assignment instructions.)

***After conducting the activity and completely filling out each section of the template below (each reading phase), write a summary (explain what you did and how you conducted the lesson) and a reflective analysis (this is your personal thoughts about the assignment…did you enjoy the experience, would you do it again, why or why not) at the bottom of this form. Both the summary AND the Reflective analysis must be 250-300 words each in order to receive full credit for the assignment.

MOTIVATION AND BACKGROUND BUILDING: Pre-Reading Phase

Appropriate activities may include the following:

· Vocabulary instruction

· Prior knowledge connection

· Skill Development (may be done throughout)

· Establish purpose for reading

· Predicting

· Teacher think-aloud

· Setting/location/context

· Development of time/historical context

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GUIDED READING (SILENT AND ORAL): During-Reading Phase

Appropriate activities may include the following:

· Comprehension development

· Questioning

· Vocabulary skill instruction

· Prompts

· Teachable moments

· Character education

· Articulate predictions

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SKILL DEVELOPMENT AND PRACTICE: Integrated Throughout

Appropriate activities may include the following:

· Word analysis

· Word recognition

· Vocabulary elaboration

· Study skills

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FOLLOW-UP AND ENRICHMENT: After-Reading Phase

Appropriate activities may include the following:

· “Purpose for reading”- asked as a question

· Writing workshop

· Portfolio development

· Drama activities, readers’ theater

· Integrated curriculum hands-on projects

· Response through personal reflection or literature circles

· Mini-lessons: grammar, punctuation, sentence structure, phonics, spelling, etc.

· Computer instruction

· Spelling practice

· Comprehension strategies

· Integrated language activities

· Whole-class, community, or family activity

· Reading of related stories or genres

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