Curriculum & Instruction Resources Content Reading & Writing Resources: A teacher resource page providing strategies to improve

e reading comprehension in all content areas

BEFORE-DURING-AF ER !BDA" Reading #trategies

W$at are BDAs%%%

Reading involves connecting new text to that which is already understood (prior knowledge). BDA strategies are used to get students to activate existing knowledge, thereby creating a mental ramework to which new text, terms, ideas, etc. can be attached. !his mental ramework is begun be ore reading even begins, strengthened as students interact with the text during the reading, and re lected upon a ter reading as students incorporate what they have "ust read into their core knowledge. #ey processes used throughout BDAs are writing, conversation and reading.

&'es o( BDAs
Be ore During A ter

Content Area BDAs

A note a)out *riting: !here are

&ollins at the &enter 2ewbury, +A *3/4$.

ive ($) types o writing that need to

be understood in the context o these BDA strategies. !hey are based on the work o Dr. %ohn or ' ective &ommunication, ()* +ain ,treet, -... Box /$0, 1est

&'e +: &apture 5deas 6there is no correct answer7 or, i there is a correct answer, it8s okay to guess. ,tudents compose "ust one dra t, which is 2.! graded or edited7 all that matters is length, ocus, and that it is read aloud to someone. &'e ,: Respond &orrectly 6 this writing makes a point and has a correct answer or correct content, e.g., a short answer to a 9ui:. Again, students compose "ust one dra t, which is graded or content only. -ost o( t$e Be(ore !B" strategies em'lo& &'e + or , Writing.

&'e /: 'dit or ;ocus &orrection Areas (;&As) 6 this writing is read aloud and reviewed by the author using guiding 9uestions< Does it complete the assignment= 5s it easy to read= Does it ul ill the ocus correction areas or content and writing skills (the only elements being graded this time)= Again, "ust one dra t. &'e 0: -eer 'dit or ;ocus &orrection Areas (;&As) 6 this writing is !ype ( writing that has been read aloud and reviewed by another person. 5t leads to the completion o a second dra t. &'e 1: -ublish 6 this is writing that is publishable and could go outside the classroom without explanation or 9uali ication. 5t involves multiple dra ts.

B- Be(ore !2re-Reading"
1.RD ,->A,?< ,tudents write a story using some amiliar and un amiliar words that are all ound in the text. ,ome stories are shared aloud7 any misunderstood or unknown words are then de ined. A 1ord ,plash activates prior knowledge about key vocabulary and concepts. #'@ 1.RD,< ,tudents write an in ormational essay using new concept vocabulary7 typically this is a way or students to describe what they already know about the terms be ore they actually read the text. 5t is a tool or activating prior knowledge and determining necessary instruction. A #ey 1ords activity can be used again a ter a unit to demonstrate increased understanding. -R'1R5!' AB',!5.2,< ,tudents survey the text and create 9uestions they think the text was designed to answer. !his sets a purpose or reading. (During reading, students should try to answer their 9uestions). ,!.R@ 5+-R',,5.2< ,tudents write a story using vocabulary words7 appropriate or literature. A story impression is a prediction o a story7 as students begin to do the actual reading, they have a schema in place to which new ideas rom the text can be attached, corrected, or enhanced. -5&!BR',< ,tudents look at picturesCtext boxCsidebars and predict what text is about. D. 2.1< ,tudents write their thoughts on a topic or 9uestion that relates speci ically to text that will be read by students. DDo 2owEs are typically done at the start o a class or lesson. !?52#F-A5RF,?AR'< ,tudents write down thoughts, discuss with partner, and share meaning ul ideas with class. ;orces interaction and uncovers various perspectives and prior knowledge. #1> &?AR!< Bsing a threeFcolumned poster or page, students write what they D3Enow or think they know about a topic, and then add any 9uestions they D*Eant to have answered by the text. Return to the chart a ter reading to record what was DlEearned through the reading, andCor to correct any prior misconceptions. 5F,'AR&?< An alternative to a research paper that allows students to write about a topic they are interested in.

D- During !Reading & Rereading"

R',-.2,' ,?''!< ,tudents note key statements on the le t and personal responses to them on the right7 helps connect text to prior knowledge, and provides meaning ul study guide later7 based on &ornell noteFtaking method. ,!5&#@ 2.!',< ,tudents use Dpost itsE to write thoughtsCnotes and stick to a text on which writing is orbidden !'G! R'2D'R52H< An alternative to traditional highlighting o words or concepts that stand out7 an interaction between reader and text. R'R'AD52H< ,tudents look back at the text to ind support o an answerCopinionCposition. &?B2#52H< !eacher breaks up reading passages into DchunksE (3 paragraph F ( paragraphs) D. 2.1< ,tudents write their thoughts on a topic or 9uestion that relates speci ically to text that will be read by students. -R'1R5!' AB',!5.2,< ,tudents answer the 9uestions they composed prior to reading, and create additional 9uestions that arise as they read the text. >5! &5R&>',< An independent reading activity that prompts studentFgenerated discussions on a chosen text. ,tudents are active, rather than passive, users o text. #1> &hart< ,tudents return to the chart they created prior to reading to record what was learned through the reading, andCor to correct any prior misconceptions.

A - A(ter !2ost Reading"

E42ER 5IG#AW: An expert "igsaw breaks up a large text into smaller chunks. 5t allows the students to take leadership by teaching their peers what they8ve learned, but irst gives them the con idence to do so by giving them time to consult with other students that read the same section o a given text. R';>'&!5.2< ,tudents write about the new content or perspectives learned, and describe how the new learning relates to previous understanding and uture actions.

!?52#F-A5RF,?AR'< ,tudents write down thoughts on a given sub"ect, discuss with partner, and share with class. ;orces interaction and uncovers various perspectives and comprehension. 1?5-< A text rendering activity that involves ull student participation. #1> &hart< ,tudents return to the chart a ter reading to record what was learned through the reading, andCor to correct any prior misconceptions 5F,earch< An alternative to a research paper that leads students to investigate a topic they are interested in without the worry o plagiarism and the overwhelming paper deluge.

Ot$er Organi6ers
#7I88# 5OURNA8: Divide paper into three columns< date, skills "ournal entry, I new learning ( or corrections). !he teacher dictates sentence and students do their best to write it correctly. !hen they get one minute to Jcheat8 K talk over with a riend. !he correct sentence is written on the boardCoverhead, and students make corrections in third column. DOCU-EN RE9IEW: -ut up student8s work on overhead with permission7 choose a middle one F (not a model). ;irst, teacher and students must give positive eedback and then revise the paper using the ;&A ( ocus correction skills7 done by teacher on an overhead (becomes a model or revising process). 2EER RE9I#ING: !he author and a partner sit side by side. !he nonFauthor reads the author8s paper orally and either partner (or both) can make correction marks. !his method capitali:es on the oral reading, which highlights mistakes, problems with sentence construction, sub"ectFverb agreement, etc., more e ectively than silent rereading. !he partner is a tool, while the author maintains responsibility or making revisions.

Do No*:
W$at is it% A Do 2ow is a 9uick 9uestion or thoughtFprovoking statement that the students are asked to respond to within a given time (usually (F$ minutes). !he Do 2ow 9uestion can be written on the board, shown on an overhead or duplicated and passed out. !he ob"ect is to engage students in writing their thoughts without the pressure o being correct and to ocus the students on the concept that will be targeted in class that day. :o* is it used% DDo 2ow8sE are most o ten used as DAt the bellE activities to enable an e icient transition between hall time and class time, however they can be used to<

3. 5ntroduce a new unit or the next concept in the unit ). Auickly review a learned concept. (. Het thoughts on paper or later discussion or re lection

Word #'las$:
W$at is it% 1ord ,plash is a un activity that also engages students in writing while providing motivation or reading by setting a clear purpose or reading. :o* is it done% 3. ;irst, select 0F3* key words or phrases rom the given text7 use words that are both amiliar and un amiliar to the students. ). Dictate the words to the students so that they have to try to spell the words. (. ?ave students write a short story o at least seven lines using all the words. L. Hive students a chance to share their stories with a partner7 then select several students to read their story aloud. $. Read the given text to see i any studentFgenerated story was close to the text.

7W8 C$arts:
W$at is it% A #1> &hart is a threeFcolumn chart that helps encompass the be oreFduringFa ter components o reading a text selection. 7 K 1hat you 3now :o* is it done% 3. &reate one as a class on the chalkboard or have students work individually on a template or a blank sheet o paper. ). &reate three columns labeled 7; W and 8. W K 1hat you *ant to know 8 K 1hat you8ve learned

(. A topic is introduced by name or title only. L. Be ore reading some text, students complete the 7 column, listing everything they know about the given topic or title. !his can be done silently or in unison, with teacher recording the ideas on the class chart. $. ,tudents are then to complete the W column, listing everything they might want to know about the given sub"ect. !his is done in unison at irst7 eventually students do this independently. M. 5 done independently, have several students share their 7 and W columns aloud with the class be ore the text is read. 0. A ter reading the given text, have students complete the 8 column, listing everything they learned rom their reading, especially paying attention to W 9uestions that were answered by the text. Again, it is best to do this in unison the irst ew times. (!he 8 column serves as a review o what was read and as notes to study laterN)

W$i':
W$at is it% 3. A 9uick aroundFtheFroom activity that ensures everyone8s participation7 done to share many di erent responses to an openFended 9uestion OR ). !o complete a 9uick review o a concept (and ind out i there are misconceptions or errors to clari y). A whip does not allow critical or corrective comments rom either the teacher or other students that might dissuade students rom sharing. 5t is a strategy or total participation and data gathering. 5t also provides weaker readers with other perspectives and models o textFbased thinking :o* is it done% A ter reading, instruct students to answer aloud, going up and down each row, responding to a given 9uestion that connects to the text, e.g. D1hich paragraph o ered the best visual description o OOOOOOO=E or DRead aloud the phrase that stood out in your mindE. . ten, the 1hip 9uestion ollows the text rendering, so students are revealing some o their duringF reading thought processes.

8it Circle:
W$at is it% A >iterature &ircle is a student centered reading activity or a group o LFM students. 'ach member o a circle is assigned a role which helps guide the group discussion o the text they are all reading. >iterature &ircles provide an opportunity or students to control their own learning by sharing their thoughts, concerns and understanding o the events o the text. 1hile it seems that >iterature &ircles are meant or >iterature only, they can be used with various orms o text. >it &ircle guidelines and expectations should be modeled numerous times be ore expecting students to undertake this independently. !his is one activity that will re9uire an investment o time to see its ull bene it. !eachers who expect it to work well the irst time may be disappointed. 5t is a great idea to proceed with a colleague, so you can compare notes and encourage each other until it takes o . Grou' Roles: Discussion Director< Develops a list o L or $ 9uestions pertaining to a section o the text or the group to discuss. Auestions should be divergent, higherFlevel o thinking, and open ended. !he discussion director acilitates the conversations to ensure the Dlarger ideasE in the text are discussed. &onnecter< +akes connections between the text the group is reading and the outside world. &onnect situations rom the text to happenings at school or in the community, to similar events at other times and places, to other places, to other people or problems in the real world. Pocabulary 'nricher< ;inds $ to 4 especially important words in a given section o reading. 2otes the page number, paragraph, word, and the de inition or each word. ,ummari:er< -repares a brie summary o the given sections reading. ?ighlight the key points and main events. :o* is it done% 3. ,tudents choose their own reading materials ). ,mall temporary groups are ormed, based upon book choice (Di erent groups read di erent books) (. Hroup roles are assigned and recorded by teacher (new roles can be added based on the number o students in each group)

L. Hroups meet on a regular, predictable schedule to discuss their reading $. All group members record the in ormation shared in the group at each meeting M. Discussion topics come rom the students 0. Hroup meetings aim to be open, natural conversations about books, so personal connections, digressions, and openFended 9uestions are welcome 4. ,tudents should rotate group roles with each new group /. !he teacher serves as a acilitator, not a group member or instructor 3*. Assessment is done by teacher observation and student sel Fevaluation (Hroup pro"ects would also be a great assessment) 33. 1hen groups inish their chosen text, their responses are shared with the class, and new books are chosen and groups ormed For more in(ormation: $tt':<<***.education-*orld.com<a=curr<curr,1>.s$tml

E?'ert 5igsa* Acti@it&:

W$at is it% An expert "igsaw breaksFup a large text into smaller pieces. 5t allows the students to become teachers but irst gives them the con idence to do so by giving them time to consult with other students that read the same section o a given text. :o* is it done%

1. Break a larger piece o text into smaller DchunksE, each with enough content to
cover an intact portion o the overall passage. ). Parious students are assigned to read the di erent sections o a text (all students will read a section, but only a ew students read the same sections). (. Readers use duringFreading techni9ues, such as text rendering or response sheets to oster their individual comprehension.

L. !he readers o the same portion o text orm an Dexpert groupE, to discuss the main ideas and important points rom the text. $. .ne member rom each o the Dexpert groupsE is then grouped with one member rom each o the other Dexpert groupsE. M. 'ach DexpertE then explains the main ideas and important points o hisCher text chunk to the new group. 0. 'ach group shares aloud with the class all the in ormation they received rom the DexpertsE and teacher records on the board. 4. &lari y any misconceptions and add any missing in ormation.

7e& Word Acti@it&:

W$at is it% !he #ey 1ord activity is similar to the 1ord ,plash Activity, however instead o writing a short story with the given key word, students are asked to put the words into an in ormative essay as i they are writing to share their knowledge about the key words with someone else. :o* is it used% 3. ;irst, select 0F3* key words rom the given text that may challenge the students.

). ?ave words on the board or students to copy down or give them a list.
(. ,tudents are to write an in ormative paragraph(s) using all the key words provided. L. Allow students to share their essay with a partner7 then select a ew students to read their paragraph(s) aloud. $. Read the given text to see how accurate the essays were.

-#earc$:
W$at is it% An 5F,earch is a userF riendly research pro"ect that capitali:es on the students8 in9uiry. ,tudents begin with a broadFbased, openFended 9uestion that :EA want to explore. !hey then gather in ormation in a variety o ways to ind answers to their in9uiry. ,tudents re lect

on their indings and report them by writing a paper on the in ormation they8ve gathered. 1hile 5Fsearch papers are similar to research papers they di er in that the procedures involve less material (e.g., note cards) and reduce the possibility o plagiarism. !he students end up reFpresenting what they8ve learned in a personali:ed, original text. :o* is it done% 3. ,tudents irst must choose a topic based on a broad and openFended 9uestion they have about something. ). ,tudents complete a list o 9uestions they have about their chosen topic.

3. Research a variety o sources to discover the answers to their 9uestions. (A #1> chart
would be a help ul tool or organi:ing their 5Fsearch paper) L. ,tudents begin writing the irst section o the 5Fsearch paper by describing how and why they chose their topic. $. !he second section o the 5Fsearch completes a description o the search process the student used to answer the 9uestions about the topic. (1hat sources were used, and where were they ound=) M. !he third section o the 5Fsearch paper includes what the students discover about their topic. (1hat did they learn= !hey state it in the irst person, so that it id their personal explanation) 0. !he inal section incorporates any conclusions the students reach about their topic. For -ore In(ormation: $tt':<<***.edc.org<F#C<-I:<article.$tml

$in3-2air-#$are:
W$at is it% !he !hinkF-airF,hare activity is a cooperative learning tool. :o* is it used% 3. ,tudents are given a topic or openFended 9uestion to think about, recording their thoughts on paper. !he DDo 2owE works well as a !hinkF-airF,hare activity. ). ,tudents are then paired up and asked to share their thoughts with a partner. (. !he partners are asked to create one concise statement combining both group members8 thoughts. L. !he combined statements are shared with the class.

2REWRI E BUE# ION#:

W$at is it% ,urvey textbook and create 9uestions that will probably be answered by the text. As students read, they look or in ormation that will answer their 9uestions. :o* is it used% An alternative is or students to try to anticipate the 9uestions that a teacher might ask i heCshe were planning to assess the students8 comprehension. !hen students read to locate the answers to such possible test 9uestions.

# ORA I-2RE##ION:
W$at is it% !he teacher chooses key words, phrases, or concepts rom several chapters and lists them in the order in which they appear in the chapters. !he list will normally consist o 3* to 3$ items. ,tudents should be given enough words to orm an impression o the chapters but not so many that they are able to create entire episodes that they will encounter in reading.

2IC URE#:
W$at is it%

,tudents look at picturesCtext boxCsidebars and predict what text is about

RE#2ON#E #:EE :
W$at is it% ,tudents note key statements on the le t and personal responses to them on the right7 helps connect text to prior knowledge, and provides meaning ul study guide later.

# IC7A NO E#:
W$at is it% ,tudents use Dpost itsE to write thoughtsCnotes and stick to a text on which writing is orbidden. !hey can be removed and reFattached to a older to record individual student DinteractionsE with text. :o* is it used% 3. ,tudents are given a stack (based on length o text) o sticky notes ). 5nstruct students to summari:e, 9uestion, "ot down thoughts or ideas they are having about the text while reading. (!he 9uestions can be raised in class and answered then) (. !here is no right or wrong answer and assessment is solely based on the students8 participation in transacting with the text. L. ,ticky notes can be saved, attached to a sheet o paper or a older, and used later as part o a study guide to recall what a given text was about.

E4

RENDERING:

W$at is it% A text rendering is a during reading activity that creates interaction between students and text. :o* is it used% ,tudents are expected to mark their text in some way as they read, ocusing on a ew types o connections. 5 the text is duplicated on copy paper, they could write directly on their copy7 however, i text is in a book that cannot be marked up, try to provide sticky notes as an

alternative. At the end o the class period, the sticky notes can be removed and reFattached to a older or other tracking sheet to record the students8 text renderings. A typical text rendering might ocus on three types o studentFtext interaction. Bsing a code to simpli y the process, the student might be directed to place a check () next to some statements with which heCshe agrees7 an exclamation point (C) next to text that appears to state the main idea, and a 9uestion mark (%) near text which con uses the reader. . course, the teacher may re9uest some di erent types o connections to be made, with appropriate symbols, and with some students only one type o connection might be suggested at irst until they become able to handle more than one. During text rendering, a highlighter might be used to highlight the actual words that are connected to the symbol markings. Additionally, students can be encouraged to write marginal notations, i possible, to capture more o their thoughts as they read. ;ollowing completion o the text rendering, it is important that students be given the chance to re lect on and share the connections they made. !his can be done in numerous ways, but typically involve a !hinkF-airF,hare or a 1hip. 5 doing a 1hip, it is best to ask students to simply read or restate the one statement that best captured the main idea. By hearing each student8s response, no matter how many repetitions there are, the teacher can 9uickly determine how success ul the reading went, how divergent the thinking was, and possible issues that have to be clari ied be ore moving on, etc. ,tudents are involved in a way that doesn8t ault them or DwrongE answers, and may actually rein orce their e ort or build up their understanding. At the very least, it puts the language o the text into an oral orm, and weaker students begin to recogni:e the text as they look or and hear others read it.

REREADING:
W$at is it% ,tudents look back at the text to ind support or an answerCopinionCposition, or to ind examples to contradict another8s opinionCposition. :o* is it used%

3. 'xplain to students that DrereadingE does not mean reading the entire passage again7 instead, it is an e ort to :ero in or target speci ic text or its importance in de ining or exempli ying key concepts. 5t may also be part o an 5Fsearch process to ind additional supporting evidence. ). 5n addition to ensuring that they are able to support their answerCopinionCposition with in ormation rom the text, rereading can be used to practice students8 ability to 9uickly locate in ormation by using titles, headings, bold or italici:ed words etc.

C:UN7ING:
W$at is it% Breaking up reading passages into DchunksE (3 paragraph F ( paragraphs) :o* is it used% &hunking is used with during reading activities, so that students can get some reading done under the supervision o the teacher, rather than a ter class. &hunking makes the reading task more manageable, especially or weaker readers, who might be discouraged by lengthy assignment. &hunking can be part o an overall B, D, A plan, where one chunk o text is used as a lead in to the next. 5t is important to break text into meaning ul chunks, with some complete ideas. .therwise, it serves no use ul purpose toward comprehension. !hus, plan care ully.

REF8EC ION:
W$at is it% ;or new learning to go into memory, students need time to think about what they8ve "ust heard, done, saw, or read. Re lection activities usually ask students to write a ew lines in a "ournal or other record, and o ten a prompt or guiding 9uestion will be used to target their re lection. 5t is not the same thing as reeFwriting, where anything goes7 it is most use ul i the

re lection prompt is anticipated when the teacher is planning the lesson, and when its purpose is meant to connect new learning to prior knowledge. Re lection doesn8t always have to be shared, although it is sometimes a irming or students to discover that they are not alone in their perception, or conversely, that a classmate inds merit in their original thinking. :o* is it used% !he teacher might set up a re lection page as a handout or a template or a "ournal. A 9uestion may be copied, or written on the board or overhead, which rames the ocus o the re lection. ,tudents have a ew minutes to think and write their re lections. Re lections are not used as a graded product, although points may need to be awarded at irst to get students to take it seriously. !he value o re lection is evident when it brings about an awareness o new learning7 it also helps i there is an opportunity or the students to make use o their re lections in some uture task, or when the teacher directs students to connect some re lections se9uentially as part o a summari:ation activity.

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