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Post-Reading Strategies

Post-Reading Strategies . EDRD 620 Spring 2008 Instructor: Melissa S. Ferro. Post-Reading Strategies. Reading Response Logs Literacy Scaffolds Semantic Mapping Think Aloud Read Aloud Echo Reading Guided Reading Silent Sustained Reading. Reading Response Logs.

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Post-Reading Strategies

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  1. Post-Reading Strategies EDRD 620 Spring 2008 Instructor: Melissa S. Ferro

  2. Post-Reading Strategies • Reading Response Logs • Literacy Scaffolds • Semantic Mapping • Think Aloud • Read Aloud • Echo Reading • Guided Reading • Silent Sustained Reading

  3. Reading Response Logs • Written responses and reactions in journal or notebook • Sample Questions: • What were your feelings after reading the opening chapter of this book? • Did this book make you laugh? Cry? Cringe? Smile? Cheer? Explain. • What connections are there between the book and your life? Explain.

  4. Literacy Scaffolds • Reading and writing activities that include teacher or peer assistance in order for the student to be able to fully participate. • Based on social learning and Vygotsky’s ZPD • Scaffolds are temporary • Removed when the student is ready and able to participate in activities without them.

  5. Literacy Scaffolds • Peer Tutoring / Checking / Monitoring • Dialogue Journals • I believe, I wonder, I like, I dislike… • Comprehension Checks: • Story Mapping • Characters, Plot, • Exit Slips • Oral or Written Summary Statements

  6. Semantic Mapping • Visual strategy for vocabulary expansion and extension of knowledge by displaying in categories words related to one another • Builds on prior knowledge • Requires teacher modeling

  7. Think Aloud • What does the title mean? • Where does the story take place? • How does this compare with other texts we have read? • How do you think the story will end? • How does this relate to activities in your life?

  8. Read Aloud • Individually • Alternate by: • Rows • Teams • Girls v. Boys • Halves of the Room • Pairs • Small Groups

  9. Echo Reading • The learner echoes or imitates a skilled reader.  • Helps learners:   • Gain confidence in reading aloud • Read material that might be too difficult for them to read alone • Practice proper phrasing and expression.

  10. Guided Reading Using the context, visual, and structure cues within stories to generate meaning • Students are given unknown vocabulary, grammar, verbs, etc… • Length of text may be reduced or shortened • Students are encouraged to read for the gist –i.e. general understanding

  11. Guided Reading Implementation Guidelines: • Small groups with attention to individual needs • Short passages • Pre-reading activities in small groups • During-reading: teacher monitors individuals • Post-reading activities for comprehension

  12. Silent Sustained Reading • Stephen Krashen in The Power of Reading, said that voluntary (free) reading is the single most beneficial act for increasing one’s reading comprehension and vocabulary retention.

  13. Silent Sustained Reading • Students read for pleasure at designated time(s) throughout the day • “Stop, Drop, and Read” • Ample reading selections should be provided • Varied Topics • Varied Levels

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