Definitions:
-Group mapping activity is a strategy used to help build comprehension of text by creating images or words that tells us all the parts of the story being read. Example being the plot, characters, and themes.
-Directive reading thinking activity is used to guide students into making predictions, answer questions and be active learners while reading. Begins with the teacher doing the directing of the lesson/ reading, the students then make predictions at stopping points within the story, and then they will stop to think about what they read and see if the prediction was correct. The teacher also uses prompted questions to help the students through the process.
How will I use it in a lesson plan-
-I would use a story map like the one in the video we watched tonight for a GMA use in a lesson. I would do this because I really want to teach kindergarten and so I would do the first time doing it that way and as the students got use to answering the questions and got familiar with the process I would change it into a group activity. I would have them split into groups evenly and write the title and everything. Then have them listen to the story. After the story I would have them go back into their groups and answer the questions such as who are the characters or just replay the story line in any form they wanted. They could draw a time line of pictures with labels, a timeline with words only or pictures only. Either way that they want to accomplish the task as long as they try to get the first, middle, and last concepts.
-I would use DRTA in a math lesson after reading a section in the textbook. I would direct the students first on what was expected then have them write their predictions. After reading a bit I would stop and allow students time to adjust their predicts and ask a few questions. Then I would finish up and ask the students to write about how their predictions turned out and have them answer a few questions about the chapter.
I would also use the map from the video but trying to see how something like this can be used for math is not clear to me. I wish I would have just done reading lessons.
ReplyDeleteMath is hard. Same boat, same problem! I think the vocabulary is super important, but other than that there is not too much reading.
ReplyDeleteI like the idea of you using the DRTA in a math lesson, I personally didn't know how it could be done. But I see now that using a book in the lesson would make that possible.
ReplyDeleteThere is less text in math in elementary these days. There used to be a lot, especially in higher grades. In lower grades, you can add text to aid in comprehending the material. I think part of the problem of math in the early grades is that there is nothing to look back at if you didn't get it the first time. Using anchor charts as your text could be the answer. Then you would read the anchor chart, applying the DRTA (asking clarifying questions throughout) and then the GMA at the end (have students make a map of the process)
ReplyDeleteSorry I haven't been responding lately. I feel lower grades could be easier to use these strategies because children learn through stories and simple mathematics can be taught easier through short stories. I would not like to create a complex story with higher level math.
ReplyDelete-Darrien