The following presentation describes fifteen BDA strategies to aid in reading success for RED 4348 at IRSC.

1. Before, During, and After
Reading Strategies
Indian River State College
RED 4348 Critical Assignment 1
Ashley Orr

2. Purpose
The following presentation describes fifteen BDA strategies to use with
students to aid in comprehension achievement. Each strategy is research-based
to ensure that students are receiving quality education that will prepare them
for standardized tests and life outside the classroom.

3. Before Reading
1. Anticipation Guide
2. Semantic Map
3. K-W-L Chart
4. Think-Pair-Share
5. Prereading Plan

4. Anticipation Guide
An anticipation guide allows students to activate prior knowledge and make predictions before
reading a selection of text. “It involves presenting students with a list of 4 to 10 short
statements related to a topic. Students agree or disagree with the statements, then read to
determine the author’s position on the statements” (Crawley, 2012, p. 142).
www.socialstudiessuccess.com

5. Semantic Map
A semantic map is a visual representation of a concept and/or vocabulary word to help
students organize key information from a text selection and may be used before reading
(Bursuck & Damer, 2015, p. 254). It involves providing students with a key word (written on
the board) and drawing a circle around it. Then, students list subtopics and related information
under each by drawing lines to connect them to the main topic.
www.questgarden.com

6. K-W-L Chart
K-W-L Charts involve students listing what they know about a topic and what they want to
know before reading a text selection, and listing what they have learned about the topic after
reading. “The K stage helps students activate prior knowledge, the W stage helps students
establish a purpose or purposes for reading, and in the L stage students compare what they
thought they knew with the information they gained from their reading, listening, and viewing”
(Crawley, 2012, p. 142).
www.newpcairport.com

7. Think-Pair-Share
Think-Pair-Share may be used before reading a text selection to allow students to predict about
what the selection is and to activate prior knowledge. The teacher poses a question and
students are given an opportunity to think about their answer and share their ideas with a
partner. The team takes time to compare thoughts and then the teacher calls on each pair to
share their findings with the class.
https://msduffyspeaks.wordpress.com/2015/03/18/think-pair-share/

8. Prereading Plan
“The purpose of a prereading plan is to activate prior knowledge about a topic, introduce new
vocabulary, and make connections” (Klages, n.d., p. 9). The teacher provides students with an
idea or word to help students begin thinking about a topic before reading about it. Students
then brainstorm their ideas while the teacher writes what is said on the board. Once all ideas
are listed, he or she will go back to each word and ask why it was suggested. Students read the
text and revisit the plan to make necessary changes.
https://tccl.arcc.albany.edu/knilt/index.php/Unit_1_-_Pre-Reading_Strategy

9. During Reading
1. Word Walls
2. Margin Notes
3. Shared Reading
4. Partner Reading
5. Think-Alouds

10. Word Walls
“A word wall is a collection of words which are displayed in large visible letters on a wall,
bulletin board, or other display surface in a classroom. The word wall is designed to be an
interactive tool for students and contains an array of words that can be used during writing and
reading” (Reading Rockets, n.d.). During reading, students and the teacher write words that are
confusing and/or important to the article. Then, students are paired to write their own
definitions based on the context. The whole class decides on an appropriate definition and
adds it to the wall.
https://6thgradescottforesmanreadingstreetresources.wordpress.com/2011/04/19/vocabulary-word-wall/

11. Margin Notes
“The purpose of margin notes is to engage with text, integrate new information with prior
knowledge, make connections to the text, self-monitor comprehension, examine questions that
guide reading, and note vocabulary for discussion” (Klages, n.d. pp. 37-38). If the text selection
cannot be written on directly, students are given bookmark slips of paper, and during the
reading students bullet important information.
www.tutoringcenter.utah.edu

12. Shared Reading
Shared (Duet) Reading allows students and teachers to read a selection of text together, taking
turns reading the words. During the reading, the teacher reads the first word and the student(s)
read the next and so forth. It “teaches students to look ahead to anticipate the next word that
will be read. It may be done in entire groups with the teacher saying one word and the group
saying the next in unison” (Bursuck & Damer, 2015, p. 215).
www.smore.com

13. Partner Reading
Partner reading consists of pairing a high level student with a low level student to read a text
selection together. During the reading, the higher level reader always reads first as a model and
each student is given the opportunity to be a tutor (Bursuck & Damer, 2015, p. 325).
http://primarychalkboard.blogspot.com/2014/03/wednesday-favorite-reading-strategies.html

14. Think-Alouds
“The purpose of a think-aloud is to monitor comprehension and direct thinking” (Klages, n.d.,
p. 48). During the reading of a text selection, teachers periodically stop to verbalize their
thoughts while they read. This may be to discuss vocabulary, make connections, or ask
questions.
www.commoncoreunwrapped.wordpress.com

15. After Reading
1. Quick Write
2. Summarize
3. Main Idea Formula
4. Retelling
5. 3-2-1 Exit Slip

16. Quick Write
The purpose of a quick write after reading is to review a topic and connect it with prior
knowledge and knowledge gained from reading and allow students to discuss and learn from
one another (Klages, n.d., p. 61). The teacher states a word or an idea from the text and the
students must copy it onto an index card. Then, they have two-five minutes to write whatever
comes to mind about it. After the time has finished, they may volunteer to shared their ideas
with the class.
http://www.janielwagstaff.com/2012/04/

17. Summarize
“A summary is a synthesis of the important ideas in a text. Summarizing helps students identify
the main ideas in expository texts and recognize important story elements in narrative texts.
Summarizing also helps students evaluate their understanding of what they have read, tell
important and unimportant information apart, and better remember what they have read”
(Bursuck & Damer, 2015, p. 303). It is mostly used after reading a passage. It is important for
students to use their own words to ensure they understand what they read.
https://www.teacherspayteachers.com/Product/Summarizing-
Task-Cards-Informational-Text-Short-Passages-215675

18. Main Idea Formula
Topic + What is said about the topic + Purpose = Main Idea
The Main Idea Formula is “a math-like formula helps teach students to sculpt main ideas and
create good summaries. The formula is a visual way to show how readers think when they
generate main ideas” (Klages, n.d., pp. 78-79). After students read a text selection, they discuss
why they think the main idea is important. Then, they are given the formula as a guide.
https://blackboard.irsc.edu/courses/1/EDG4376-
240396/messaging/users/_16806_1/attachments/fd0d22bd5a75426ab741027fbeb1b381/Before-
During-After%20Strategies%20(Toolkit)%20(3).pdf

19. Retelling
“The importance of retelling stories is that it allows students to learn to organize and describe
events, which enhances reading comprehension” (¡Colorin Colorado!, n.d.). After reading,
students retell the story or article in their own words.
https://www.pinterest.com/pin/63120832258114567/?lp=true

20. 3-2-1 Exit Slip
“The purpose of a 3-2-1 Exit Slip is to self-monitor comprehension, identify important details
in the content, make connections to the content, and identify areas in the content where
understanding is uncertain” (Klages, n.d., pp. 84-85). After reading a text selection, students are
given a chart in which they list three things they learned about the topic, two things they found
interesting, and one question they still have. This will show the teacher how well the students
grasped the information presented in the text.
https://www.pinterest.com/pin/170503535870102989/?lp=true

21. References
• Bursuck, W. D., & Damer, M. (2015). Teaching Reading to Students Who Are At Risk or Have Disabilities. Upper
Saddle River: Pearson Education, Inc.
• ¡Colorin Colorado! (n.d.). Retelling Stories . Retrieved from ¡Colorin Colorado!:
http://www.colorincolorado.org/article/retelling-stories
• Crawley, S. J. (2012). Remediating Reading Difficulties. New York: McGraw-Hill .
• Klages, C.,( n.d.) Before-During-After Literacy Strategies. Retrieved from: Michelle Kinggard Assistant
Professor, Reading/TESOL School of Education at Indian River State College
• Reading Rockets. (n.d.). Word Walls. Retrieved from Reading Rockets:
http://www.readingrockets.org/strategies/word_walls