Helps students learn to read closely, encourage understanding of literary devices, and develop critical thinking skills and the ability to form hypotheses that help interpret and understand the message.

Helps students learn to read closely, encourage understanding of literary devices, and develop critical thinking skills and the ability to form hypotheses that help interpret and understand the message.

• A. Narrative
• B. Plot Profile / Plot Line
• C. Directed Reading Thinking Activity (DRTA)
• D. Literary Sociogram

Answer: (C)

Directed Reading Thinking Activity (DRTA) is a reading strategy that guides students through a process of predicting, questioning, and testing ideas as they read. It encourages close reading by asking students to form hypotheses about what’s happening and why, then to look for textual evidence and literary clues to confirm or revise those ideas. This ongoing, evidence-based thinking helps students interpret the message of a text and recognize how literary devices contribute to meaning, while building critical-thinking skills. The other options describe what the text or its elements are (a narrative is a type of text; a plot profile/plot line tracks events; a literary sociogram maps relationships), but they don’t specify a guided, predictive thinking process that actively develops hypotheses and interpretation during reading like DRTA does.

Directed Reading Thinking Activity (DRTA) is a reading strategy that guides students through a process of predicting, questioning, and testing ideas as they read. It encourages close reading by asking students to form hypotheses about what’s happening and why, then to look for textual evidence and literary clues to confirm or revise those ideas. This ongoing, evidence-based thinking helps students interpret the message of a text and recognize how literary devices contribute to meaning, while building critical-thinking skills.

The other options describe what the text or its elements are (a narrative is a type of text; a plot profile/plot line tracks events; a literary sociogram maps relationships), but they don’t specify a guided, predictive thinking process that actively develops hypotheses and interpretation during reading like DRTA does.