2. WHAT ARE BDA STRATEGIES?
These strategies are used by teachers to give
students comprehension skills needed to read
and understand different texts.
3. PURPOSE OF BDA STRATEGIES
Before Reading - To activate prior knowledge
During Reading - Help students make connections,
monitor their understand, and stay focused
After Reading - Provide students with the opportunity to
raise questions, discuss, summarize, and analyze the
text.
5. K-W-L
Students activate prior knowledge
Chart is three columned (K-W-L)
“K” - what students already know
“W” - any questions the student wants to have answered by the text
“L” - stands for anything that was learned throughout reading
6. PREVIEW THE TEXT
Give students proper time to look at what they are reading
The title, illustrations, author, headings, text features etc.
Ex. Highlighted information, italicized words, footnotes, etc.
7. Help students become familiar with words
Determine a list of words in the text that are unknown or
recently learned
This will aid students in their understanding of the text
TEACH NEW VOCABULARY
8. WORD SPLASH
Students will be able to connect prior knowledge to words
being “splashed” up on the board
Students write a story containing those words or describing
those words
9. MAKE A PREDICTION
Have student make a prediction about the text. It can be a
prediction about a character, about the outcome of the story,
etc.
Can be useful with graphic organizers or just a scrap piece of
paper
11. THINK-ALOUD
Teachers read a text aloud and discuss their thoughts while
reading. This method also teachers students how to read fluently
Teachers can point out pictures and illustrations in the text,
italicized words, the name of the author, and other text features
12. CLOSE READING
Having students read and re-read text to increase
comprehension and focus on deeper meaning in the text
This type of reading works well with text that is hard to
understand
13. TABLE-TALK
Students sit together and discuss topics or questions
pertaining to their reading
Students stay focused on reading and collaboratively
learn from each other
14. GRAPHIC ORGANIZER
Helps students create an image of what they are reading
Keeps students organized and gives students a visual
display of organizing the information from the text
Helps students see connections between topics in a text
15. INFERENCES
Combines text information with a students prior
knowledge
Students make predictions about the text and keep them
in mind as they read the text
17. EXIT SLIP
Students are given a piece of paper or short activity with
comprehension questions
This can be a short summary, questions, or even “tell me
what know…”
18. JIGSAW
Breaks up text into smaller bits for clearer understanding
Places emphasis on group work and cooperation in building
comprehension
Students will re-read a certain section and have full knowledge on
what they read
19. REFLECTION
Student are given time to reflect on what they have read to
gain deeper understanding
Teachers prompt students to think with open-ended
questions
Students can write what they learned
20. SUMMARIZING
Have students summarize what they read
This helps reinforce the text or material and enables students
to focus on the reading
Students will also learn how to summarize large text, focusing
on just main ideas or important information
21. RESPONSE JOURNAL
Students connect their knowledge to what they just learned
They can create an alternate ending or write a letter to a
character in the story
They can create timelines, illustrations for the story, etc.
22. RESOURCES
• Bursuck, William D., and Mary Damer. Teaching Reading to Students Who Are at
Risk or Have Disabilities: A Multi-tier Approach. Upper Saddle River, NJ: Pearson,
2011. Print.
• Study Guides and Strategies." Prereading Strategies. N.p., n.d. Web. 16 Nov. 2016.
• All About Adolescent Literacy." Classroom Strategies | Resources for Educators of
Kids in Grades 4-12 | AdLit.org. N.p., n.d. Web. 16 Nov. 2016.
