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