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APA
Subject:
Education
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Essay
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English (U.S.)
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Directed Reading Activity: The Very Busy Spider by Eric Carle

Essay Instructions:

Please fill out the Direct Reading Activity Form ( see attached form) and see example form how to fill out this form
Please see attached example of how to fill out this form.
Please see attached information about this assignment.
Please see attached direct instruction lesson plan if you need it for the textbook.
Please read the instruction and requirement listed BELOW VERY CAREFULLY to cmplete this assignement
Thanks
Directed Reading Activity Instructions
The Directed Reading Activity (DRA) is a teaching strategy designed to assist student comprehension of a text. The DRA instructional procedures can be found on p. 333-336 of the textbook.
Although the DRA can be used for all levels of students, in order to meet the requirements of this assignment, this lesson should be designed for grade kindergarten or above.
Plan a comprehension lesson for a text based on an authentic text (trade book) that can be completed in one class period. Therefore, if using a longer text, create the DRA for a portion of the text that can be taught in a 45-minute class period.
A trade book is a book that is available to the general public. Do not use a text book of the leveled readers created to accompany textbooks that have been created by textbook companies. The appropriate text can be a picture book or a chapter book (fiction, non-fiction, young adult literature etc.) that might be taught in an English Language Arts class or other content area.
It is recommended that you use the same text for this assignment (DRA) and the Direct Instruction Lesson Plan (please see attached direct instruction lesson plan ) . The DRA is a comprehension building strategy. The Direct Instruction Lesson Plan is a phonics and/or word recognition strategy.
This is an opportunity to explore the many texts that are available
Texts can be found at school libraries, Mercy libraries, or your local libraries.
If it is a text that you remember reading in school, you might consider finding a more recent text. If you have any questions about your choice of text, please let me know.
For this assignment, please DO NOT use the following texts. The overuse of these books may result in this assignment being labelled as plagiarized by Safe Assign.
Anything written by Dr. Seuss
Anything written by David Shannon
Any of the Berenstain Bears books
Cloudy with a Chance of Meatballs
Charlotte’s Web
The Giving Tree
The Hungry Caterpillar
The Ugly Duckling
Chrysanthemum

The Directed Reading Activity Requirements :
Please State the Grade Level for which this is being designed.
State the title and author of the text being used.
The Directed Reading Activity should ONLY HAVE THE FOLLOWING SECTIONS IN THIS ORDER. Label each of the following sections.
1. Pre-reading:
a. Concept background for the text.
b. Create interest for reading the text.
c. Introduce new vocabulary that will be found in the text.
d. Establish purpose for reading the text.
2. Directed Silent Reading or Oral Reading: Write the instructions.
3. Comprehension check and discussion: Create at least 5 comprehension questions.
4. Follow up activities: After reading the text and involving students in the use of technology.
*See Rubric Above

Essay Sample Content Preview:
Directed Reading Activity
Grade Level: Kindergarten

Title of Text: The Very Busy Spider Author: Eric Carle

1 Pre-reading:
Build Background: Before reading “The Very Busy Spider” by Eric Carle, it is essential to build the concept of spiders, webs, and their behavior. The teacher can introduce the students to spiders by showing pictures or videos of spiders and discussing what they know about spiders, their habitats, and their behaviors. It will help the students better understand and relate to the story more easily.
* Concept background for the text.
There will be a pair-and-share activity where students will look for a partner and share their knowledge of spiders. Then, some students will share their responses, and the teacher will record their answers on the board.
* Create interest for reading the text.
To create interest in reading the story, the teacher can ask the students questions like
?Have you ever seen a spider spinning a web?” or “What do you think spiders do all day?” The teacher can also read the title, show the book’s cover, and ask the students their story perspectives.
* Introduce new vocabulary that will be found in text.
The new words introduced are spider, web, busy, goose, and rooster.
The teacher will define each word, give examples, and provide visual aids to help the students understand their meaning. Then, as a class, they will discuss what the words might mean based on the context, structure (e.g., prefixes, roots, or suffixes), and sound (i.e., deciding if the word sounds like another familiar word) of the word.
* Establish purpose for reading the text.
The teacher can explain to the students that the purpose of reading the text is to learn about spiders and the things they do, as well as to introduce new vocabulary words and to improve their language skills. The teacher can also emphasize the importance of reading for pleasure and enjoyment and encourage the students to express their opinions and feelings about the story.
Moreover, the teacher will explain that the best reading strategy for this book would be a combination of sequencing and retelling (Rand & Morrow, 2021). The book tells a story with a precise sequence of events, so paying attention to the order in which things happen is essential. Additionally, the repetitive nature of the story lends itself well to retelling, as children can practice recalling and summarizing the events in their...
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