CA#1 BDA Strategies - Amanda DeFrancisco
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Transcript of CA#1 BDA Strategies - Amanda DeFrancisco
Before, During, and After Reading Strategies
Critical Assignment #1RED4348
Amanda DeFrancisco
Why are BDA strategies necessary?• BDA strategies help to ensure maximum comprehension during lessons. • “The most productive comprehension instruction occurs when a teacher asks a
percentage of questions requiring thought before, during, and after the reading” (Bursuck & Damer, 2012, p. 298).
Before Reading StrategiesBefore reading activities are essential for activating prior knowledge and preparing
the students for what they are about to read. Before reading activities help students to connect new topics to information they already know.
Concept SortConcept sorts are used to introduce new vocabulary or ideas that students need to know about a given topic or reading selection. The teacher gathers a list of terms or
concepts from the reading, and students place the words in different categories based on the meaning of the word. Concept sorts can be used to show the teacher what students already know about the topic, as well as to test comprehension and
understanding after reading. Concept sorts also help build oral vocabulary.
BEFORE READING
Concept SortsHow To:• Introduce a list of preselected terms. • Discuss the terms and teach the students how to say them. • Have students sort the terms into categories.
BEFORE READING
Parts of a Tree Types of Trees Where Trees Grow What Trees Need to GrowLeaves Evergreen Forests Water
Bark Deciduous Mountains Sunlight
Branches Rainforest Soil
Roots
Anticipation Guide
Anticipation Guides are used to activate prior knowledge as well as motivate students to get
excited about new topics. “Before reading a selection, students respond to several statements that challenge or support their preconceived ideas
about key concepts in the text” (All About Adolescent Literacy). An Anticipation guide gives a purpose for reading, and can be used again after
reading to determine how well students understood the selection. They challenge students to think
critically about what they know or think they know about a topic.
BEFORE READING
Anticipation Guide
How to:• Create a list of general statements about the given topic.
Include main ideas from the reading as well as statements that will challenge the students’ beliefs. • Give the list of statements to the students before
reading. • Have them read each statement, marking them “YES” if
they agree, or “NO” if they don’t. • Have students discuss their opinions about the
statements with each other, then read the selection.
BEFORE READING
Frayer ModelA Frayer Model “requires students to define target vocabulary words or concepts, and apply this information by generating examples and non-examples” (All About
Adolescent Literacy). Frayer models also encourage critical thinking and help students understand new vocabulary. Whole class, small groups, or individual.
While using this strategy, students use prior knowledge to make connections with new concepts and ideas. By doing this before reading, students will be able to make
connections while reading.
BEFORE READING
Frayer Model
How to:• The teacher reviews a list of
key vocabulary/concepts from the reading with the class. • Students define the
vocabulary/concepts using the model.
BEFORE READING
Christmas Traditions
Specials things families do around Christmas
Done around Christmas. Can be on or before Christmas.
CarolingDecorating the treeBaking Cookies
Trick-or-TreatingColoring Easter Eggs
Think, Pair, ShareDuring a Think, Pair, Share, students work together to answer questions
about a reading selection. This strategy “requires students to think individually about a topic or answer a question and share ideas with
classmates” (All About Adolescent Literacy), and gives time to activate prior knowledge, as well as enhances oral communication skills.
BEFORE READING
Think, Pair, Share
How to:• THINK – Teacher asks a question
about a topic pertaining to the reading material (What do you know about hummingbirds?) and students think about what they know. • PAIR – Students are paired up. • SHARE – Students share what they
know with their partner, then the whole class shares.
BEFORE READING
ABC BrainstormingABC Brainstorming is a fun and challenging way for students to activate prior knowledge.
How to: The teacher tells the students
a main topic The students work together
to come up with words or phrases that are associated with the topic for each letter of the alphabet.
Main Topic: America’s Independence
BEFORE READING
Alexander Hamilton
Boston Tea Party
Chesapeake Bay
DDeclaration of Independence
During Reading StrategiesDuring reading strategies and activities help students to maintain
comprehension when reading while helping the teacher determine how well the students are absorbing new information.
Monitoring/Clarifying
Monitoring and Clarifying is used to help students “learn to be actively involved and monitor their comprehension as they read” (All About Adolescent Literacy).
During Reading
How to: Students begin reading, and when they come across a difficult part of the text, they stop and follow these steps: • Think about what they read. • Slow down and read again. • Try to connect it to prior knowledge (another book,
something in the world). • Visualize it. • Use print conversions (key words, bold print, italicized words,
punctuation). • Look for patterns in text structure.
Selective Highlighting
Selective Highlighting is used to help students understand what is important about the reading (key words, phrases, main ideas, etc.). Selecting Highlighting is a very flexible
strategy that can be used with different info/reading selections and across different skill-levels. 5
How To: Read the selection, then reread and
highlight the main ideas and details. Do not highlight the entire sentence. After reading a second time, use what is
highlighted and write a summary paragraph.
During Reading
Prediction RelayPrediction Relay is used to monitor comprehension. Done in pairs, prediction relay “allows each student to make predictions about the text, take turns reading for 5 minutes, check
their predictions, and summarize the main points” (All About Adolescent Literacy).
During Reading
Prediction Relay
How to:• Teacher assigns the reading and breaks into pairs, putting a fluent reader with a non-
fluent reader. • Students take turns being “coach” and “player.” • Before reading each page, the students predict what the next page will be about. • Then the “player” reads half the page, and stops to summarize the main points.
They give the who or what pf the paragraph, the most important thing about the who or what, and the main idea of the paragraph.
• If the “player” is wrong, the “coach” has them reread to find the correct answer. • Together, they correct any errors in their predictions, thus monitoring
comprehension.During Reading
The Text Detective
The Text Detective is a fun activity to help students stay engaged while reading. Students are given short-answer
worksheets to fill out while they read. The questions should be key wh- questions, such as, “When does this even take place?” or “What or who is the text about?”
(Bursuck & Damer, 2012, p. 332).
During Reading
Concept Maps
Concept Maps are used to help students organize new information and make meaningful connections within the reading. They are easy to make and can be
used in multiple content areas.
During Reading
How to: While there are many approaches
to concept maps, a simple method is to have students write main idea in the center box and connect supporting details and facts in the smaller boxes.
After reading, have students use the concept map to write a summary of what they read.
After ReadingAfter reading activities allow students to show what they have learned from the reading and to ask questions about things they still do not understand.
Summarizing
Summarizing is used to teach students how to break reading down to just the main points and important details. Summarizing helps build
comprehension while reducing confusion.
After Reading
How to: After reading, have students write a
summary with guiding questions such as “What are the main ideas?” or “What are the important details that support the main ideas?”
Encourage students to use key words and phrases.
Exit TicketsExit Tickets are used to document learning and evaluate the
effectiveness of instruction. Exit Tickets are great for incorporating writing into content areas. This activity allows students to review what they learned and express what they
think about it. Exit Tickets give the teacher insight to how well students understood the lesson, and are very easy to
conduct. Simply ask a question or two, whether orally or in writing, and have the students respond. The questions used
are usually, “What is one think you learned today?” or “What is a question you still have about today’s reading?”
After Reading
3-2-1The 3-2-1 strategy is similar to the Exit Ticket strategy. 3-2-1 is a way
for students to show what they learned and a chance to ask questions. 3-2-1 can be modified to match the reading content.
General Example 3 facts you learned in the reading2 questions you have1 thing you found interesting.
Specific Example 3 facts about weapons in WWII2 battles that were fought during the war1 way the war impacted the home front.
After Reading
Photo CaptionsPhoto Captions are used to show understanding of a subject or concept. The
teacher gives photos or illustrations connected to the reading, and students write captions to show their understanding. A variation would be to allow the students
to draw something based on the reading and have partners write captions for each other’s drawings.
After Reading
DowngradeDowngrade is another form of summarizing and is used to show
comprehension. If students can successfully teach another student, they have understood and retained the information. For this activity, students will take the information learned in the reading and write a short story for younger students,
teaching them the main ideas and supporting details of the reading.
After Reading
Resources103 Things to Do Before/During/After Reading. (n.d.). Retrieved November 13, 2016, from
http://www.readingrockets.org/article/103-things-do-beforeduringafter-reading
All About Adolescent Literacy. (n.d.). Retrieved November 13, 2016, from http://www.adlit.org/strategies/
Bursuck, W. D., & Damer, M. (2011). Teaching reading to students who are at risk or have disabilities: A multi-tier approach. Upper
Saddle River, NJ: Pearson.
C. (n.d.). Before Reading. Retrieved November 13, 2016, from
http://www.scps.k12.fl.us/curriculum/AcademicCore/LanguageArtsandReading/SecondaryReading/BeforeReading.aspx
Concept Maps. (n.d.). Retrieved November 13, 2016, from http://www.readingrockets.org/strategies/concept_maps
Pilibarrera Follow. (2009). Before, During And After Reading Strategies. Retrieved November 13, 2016, from
http://www.slideshare.net/pilibarrera/before-during-and-after-reading-strategies