What does the post reading phase involve
After Reading: Tasks and Strategies | SEA
Stage Three
"What did I get out of this?" The task of the after-reading stage is to integrate or synthesize the read material into one's knowledge base of the topic. Students need to make the material their own. This can be achieved through a variety of means employing writing, class discussion, visual representations, and physical demonstration.
Strategies for the After-Reading Stage
The most obvious and widely used strategy for the after-reading stage is to answer questions in writing--either comprehension questions at the end of a chapter or questions handed out by the teacher. Answering such questions is good because they directly relate to the concepts in the reading and require students to put their understanding into words.
Because the wording or structure of some textbook questions is very complex, it may be advisable to reword the question at a more user-friendly level that still taps into the students' comprehension of the concepts. Several of the other SEA Site modules discuss the relative complexities of English grammatical structures and offer guidelines for avoiding or simplifying more complex structures for specific purposes.
Another after-reading strategy involves the use of learning logs. Learning logs are similar to journals that encourage students to put into words what they learned from the reading and to reflect upon their own learning experiences and learning needs. A teacher can prepare a learning log handout that includes the following components:
Questions about the content of the reading for students to answer in their own words
Questions about the difficulty level of the reading material and a statement about the time and effort expended by the student in doing the work
A comparison of the actual content of the reading with what the student had predicted in the before-reading stage
Items related to new vocabulary or terms learned in the reading
Goal-setting for future learning needs
For further details on learning logs, see the "Other Activities" section of the SEA Site module, Reading and Writing in Content Areas.
Summary writing is another way for students to put concepts from the reading into their own words. A good summary …
Should reflect the major/key points of a reading
Should be a "capsule" of the reading in condensed form
Provides the instructor with a good mirror of the student's comprehension of the reading
Finally, K-W-L Charts, which were discussed in the section, "Before Reading: Tasks and Strategies," are another way for students to record what they learned from a reading. The "L" question is relevant to the after-reading stage:
K = What do I know already about this topic?
W = What do I want to know?
L = What did I learn from this reading?
Classroom Activities
There a variety of classroom activities that can be employed in the after-reading stage to help students in their comprehension of read materials.
These include (a) concept maps, (b) role-play, (c) quiz making, and (d) research fairs.
Concept maps are visual representations of read material and allow for a variety of expressions, depending on the nature of the material. For many students, visual representations are valuable learning and study tools. It is hard to specify "directions" for the myriad types of webs, charts, pie diagrams, and matrices that can represent related ideas. Vacca and Vacca's (1996) text, Content Area Reading, offers a multitude of examples. See the SEA Site module, Reading and Writing in Content Areas, for details on the use of "graphic organizers" and other types of concept maps.
Role-play activities allow students to act out concepts. For example, in a computer technology class, after students read about the functions of the various computer components, the teacher could select students to act out the roles of the CPU, the monitor, the modem, and the printer.
Quiz making is another student activity that can facilitate comprehension in the after-reading stage. Quiz making encourages students to think like the course instructor and, at the same time, to consider what concepts in the reading are key: "If you were the teacher and you wanted to test your students on this chapter, what would you ask?" This activity can be done as an individual assignment or in collaborative groups or pairs. Students can be encouraged to create a variety of question types.
At the end of a chapter or unit, students may want to learn more about the topic or to go more in depth in a particular area. When a course includes a research project component or the opportunity for extra credit, students can gather more information about an area of their interest. Having a research fair, in which students present to the class, can be a very motivating experience. Teachers can encourage students to make Power Point presentations, to use other visual displays, or to create hands-on experiential activities.
Conclusion
Giving students the opportunity to express their understanding of the reading, either in writing, discussion, graphic representation, or role play, allows them to learn from each other and to integrate the content of reading material into their knowledge base.
The Purpose of the Post-Reading Phase
ALICIA ANTHONY
26 SEP 2017
CLASS
... Brand X Pictures/Brand X Pictures/Getty Images
The main purpose of the post-reading phase is to check for accurate comprehension of the text. Too often students are asked to read a selection and then never get a chance to discuss the piece they have read. By using simple post-reading strategies, you can help your child derive meaning from what he has read and address any misunderstandings that he may have encountered.
Explore this article
- Retelling
- Reflection
- KWL Charts
- Sequencing Charts
1 Retelling
After your child has finished a selection, you can ask him to retell what he has learned or what the story was about.
If your child struggles to perform this task, help him along by asking specific who, what, when, where, why and how questions. You can also use terms like setting, characters, problem and solution to guide his responses. Answering these questions will help him focus his responses and provide a guide for retelling what he has read in the future.
2 Reflection
In this post-reading strategy, your child can write about the new content or ideas she learned and describe how this new information relates to her previous knowledge. For example, if your child has read a book about polar bears, ask her to write about something new she learned and why that information is important. This practice will help her when she is asked to provide supporting details to back up answers for school work.
3 KWL Charts
KWL charts are a type of graphic organizer that work best with nonfiction books and can be used throughout all three stages of reading: before, during and after.
It consists of three columns, one labeled K for "things I already know," W for "what I want to know" and L for "what I have learned." Before reading, you can have your child fill in the K and W columns. After reading, he can fill in the L column to let you both know the main points he has remembered from the text.
4 Sequencing Charts
Sequencing charts are another type of graphic organizer that work best with fiction texts. The charts can vary, but generally have boxes in which students can record what they understand to be each element from the text. For example, for younger students, they may need to fill in a box for the beginning of the story, one for the middle and one for the end. For more advanced students, you may ask them to explain the setting, characters, problem and solution.
references
- 1 Scholastic: Strategies to Use During and After Reading
- 2 Pennsylvania Department of Education: Before-During-After Reading Strategies
- 3 Teacher Vision: Graphic Organizers
About the Author
Alicia Anthony is a seasoned educator with more than 10 years classroom experience in the K-12 setting.
She holds a Master of Education in literacy curriculum and instruction and a Bachelor of Arts in communications. She is completing a Master of Fine Arts degree in creative writing: fiction, and working on a novel.
Related Articles
WHAT IS LITERARY READING? GENERAL TECHNOLOGIES OF PRODUCTIVE READING | Educational and methodical material:
WHAT IS LITERARY READING?
GENERAL TECHNOLOGY.
The tasks of the subject area "Philology" are implemented in the lessons of literary reading and the Russian language. The main task of this subject area is the formation of initial ideas about the unity and diversity of the linguistic and cultural space of Russia, about language as the basis of national identity. Russian speech is learned by younger schoolchildren on samples of literary works that are accessible to students of this age and open up the world and beauty of the Russian word. Literary reading in elementary school is one of the most important subjects of education.
In the educational system "School 2100" in the program "Reading and Literature" in grades 1-6, the idea of literary reading is implemented. But unfortunately, in elementary school lessons, we often meet with explanatory reading, when working with text comes down to endless conversation, to “experiencing” what children have long understood and marking time. Hence the boredom in the lesson, not the love of reading. Even if a child loves to read, his development as a reader is not due to reading lessons, but in spite of them.
As is known, approaches to literary reading in the national methodology were determined by M.A. Rybnikova. Since then, they have not changed much, but for some reason they have not yet been mastered by the school to the end.
Literary reading involves:
- Mandatory support for literary criticism (the program outlines a range of concepts from the field of literary theory, which children master at a practical level through workbooks).
- Introduction to a work of art in a literary and historical context (in grades 1-3 this is a discussion of the author's name before reading, a conversation about his personality and a teacher's story about the writer after reading; in grade 4 - independent work with additional information in a textbook and notebook before and after reading; journeys into the history of children's literature and systematization of previously read; in grades 4-6 - acquaintance with the biography of the writer, the history of the creation of the work through the author's texts in the textbook, excerpts from the memoirs of contemporaries, artistic biographies-portraits).
- Establishing connections with the life experience of the child (this is the general approach of all the authors of the Educational system "School 2100" - an addition that expands the classical definition of literary reading).
- Analysis of a literary work as an obligatory stage of work with text.
In the educational system "School 2100" there is a single technology for reading text (PRODUCTIVE READING TECHNOLOGY) for all reading lessons, based on nature-friendly technology for the formation of correct reading activity.
The technology itself includes three stages of working with text.
Stage I. Work with the text before reading
- Anticipation (anticipation, anticipation of the upcoming reading).
Determining the semantic, thematic, emotional orientation of the text, highlighting its heroes by the title of the work, the name of the author, key words, illustrations preceding the text, based on the reader's experience. - Setting the objectives of the lesson, taking into account the general (educational, motivational, emotional, psychological) readiness of students for work.
Stage II. Working with text while reading
- Primary reading of the text.
Independent reading in the classroom or reading-listening, or combined reading (at the choice of the teacher) in accordance with the characteristics of the text, age and individual abilities of students.
Identification of primary perception (with the help of a conversation, fixing primary impressions, related arts - at the teacher's choice).
Revealing the coincidence of students' initial assumptions with the content, emotional coloring of the read text. - Rereading the text.
Slow "thoughtful" repeated reading (of the whole text or its separate fragments). Text analysis (techniques: dialogue with the author through the text, commented reading, conversation on what has been read, highlighting key words, etc.).
Statement of clarifying question to each semantic part. - Conversation on the content of the text.
Summarizing what has been read. Statement of generalizing questions to the text.
Referencing (if necessary) individual text fragments. - Expressive reading.
Stage III. Working with the text after reading
- Conceptual (semantic) conversation on the text.
Collective discussion of what was read, discussion. Correlation of readers' interpretations (interpretations, evaluations) of the work with the author's position. Identification and formulation of the main idea of the text or the totality of its main meanings.
- Acquaintance with the writer. Story about a writer. Talk about the personality of the writer. Working with textbook materials, additional sources.
- Work with the title, illustrations. Discussing the meaning of the title. Referring students to ready-made illustrations. Correlation of the artist's vision with the reader's idea.
- Creative tasks based on any area of students' reading activity (emotions, imagination, comprehension of content, artistic form).
Reliance on technology does not mean that text lessons should be monotonous in structure and organization.
Semantic reading: types, methods and techniques of teaching. Stages of formation of skills and abilities of semantic reading
Semantic reading is such a quality of reading, in which an understanding of the informational, semantic and ideological sides of the work is achieved.
The purpose of semantic reading is to understand the content of the text as accurately and fully as possible, to catch all the details and practically comprehend the extracted information.
When a child reads really thoughtfully, then his imagination is sure to work, he can actively interact with his internal images. A person himself establishes the relationship between himself, the text and the surrounding world. When a child masters semantic reading, then he develops oral speech and, as the next important stage of development, written speech.
In the process of teaching semantic reading, younger students develop the following skills:
- understand text;
- analyze;
- compare;
- modify;
- generate (create texts for your goals and objectives).
Types of semantic reading.
There are the following types of reading:
- viewing;
- trial;
- studying;
- reflective.
Viewing reading is a type of semantic reading in which a specific information or fact is searched for.
Introductory reading is the type by which the main meaning, key information is determined in the text.
Learning reading is a type of semantic reading, in which, depending on the goal, complete and accurate information is searched for and its further interpretation. From everything written, the main thing is singled out, and the secondary is omitted.
Reflective reading is the most thoughtful reading. During this process, the reader anticipates future events by reading the headline or as they read.
Methods and techniques for teaching semantic reading.
The following methods and techniques are used to teach semantic reading:
Development of the ability to analyze the task.
Search for keywords in the task and the ability to read the instructions.
Answers to the questions (both written and oral).
Determining the sequence of events in the read text.
Formulation of simple conclusions after reading the text.
Converting the read text into a table.
Comparison of illustrative material with textual information.
Explaining various situations with the help of the read text.
The ability, based on the text read, to prove their point of view, to refute any statements.
Finding the necessary information in various information sources: dictionaries, reference books, encyclopedias, etc.
Stages in the formation of skills and abilities of semantic reading.
The work on the formation of the skills and abilities of semantic reading must be carried out in the system, complicating the techniques and methods of reading and processing information from class to class. What are the main steps to skip?
Working with unfamiliar words (explaining unfamiliar words).
The teacher must determine whether the children understand the meaning of individual words. He needs to clarify this while reading, so that the students develop the skill of independently highlighting unfamiliar words, the meaning of which needs to be deciphered.
Such words can be underlined and looked up in the dictionary after reading, or the meaning is explained by the teacher.
A novice reader often does not clearly realize that there is a word incomprehensible to him in the text. Such a word slips in the context, leaving the illusion of clarity. Any teacher has come across this phenomenon by asking children a question after reading the text: “What words were incomprehensible?”. As a rule, children do not call such words. Finding out the meanings of a number of words from the read text convinces us that many of them were left out of comprehension. The practice of parsing words that exists at school is not effective enough, as children sometimes do not understand words that are very simple at first glance. Therefore, without excluding vocabulary work before reading, it is important for children to create an attitude towards independent selection of incomprehensible words when reading and finding out their meanings. In the method of teaching text comprehension, the emphasis is placed on the fact that every word the child does not understand is like a red traffic light for him, preventing further movement.
| Example Vitaly Bianchi "Hare, Kosach, Bear and Spring" Read the concepts and interpretations of words and phrases. Color the pairs with the appropriate color. |
At the first stages of working with the text, it is necessary to interrupt reading to clarify words that are incomprehensible to children. Gradually, students get used to underlining incomprehensible words while reading. Then these words are discussed: is it possible to understand the word from the context or should a dictionary be used.
Working with keywords.
In any written material, there are certainly keywords, without which the meaning of the work is lost. The teacher should help students find them and explain the need for application and the meaning that they carry. It will be interesting to work with keywords in this form: A teacher or a student reads a story, story or something else.
Next, the teacher asks the children what main words they could highlight, and writes them down on the board, and the children in a notebook. After that, it is proposed to reproduce the read text using these keywords. You can write down such words as you read.
Comprehension of the text is seriously affected by inattention to the key, most important words in the text. Sometimes the meaning of the entire text depends on one word, and without a “hook” for this word, it is impossible to understand the text correctly.
It is necessary to draw the attention of children to such words when reading any text.
| Example Skrebitsky "White coat" Underline in the passage from the text the words that explain why the author called his text that way. The morning was quiet, the night before poured a lot of snow. The forest became white, shaggy. In an instant, our bunny in the snow-covered bushes disappeared. That's when he needed a white coat! |
Working with words-images.
It is impossible to enjoy reading a literary text without a sensitive attitude to words-images or artistic means found by the author of the work. Acquaintance with words-images, in which the secrets of the beauty of the text are hidden, begins with the concept of comparison. Comparison allows you to make the image that arises in the reader more vivid, complete, voluminous, but with a novice reader there is no need to discuss literary concepts, since this is not the main thing in understanding, the main attention should be paid to enriching the figurative range with the help of artistic means used by the author.
It is necessary to pay attention not only to words-images, but also to sounds, parts of words, forms or order of words.
Working with polysemous words.
Find well-known words in a different, unusual usage.
| The fork or knife must be handled very carefully because they are sharp. The mustard was so spicy that Vanya had tears in her eyes. Alyosha caught a cold and therefore did not go out with the guys. When Anna Ivanovna went out into the alley, the hooligans were gone. |
Working with phraseological units.
1. Replace the highlighted words in the sentence with phraseological units.
| Example Julia argued with her friend for a long time what to give Vera for her birthday. Finally, they agreed on (found a common language). Scientists worry and warn (sound the alarm): the earth is threatened by an ecological disaster. |
2. Determine which phraseological unit is suitable for this text.
| Example The dacha was located in a picturesque grove, in a very convenient place: a river flowed nearby (two steps away), and it was very close to the station (at hand). |
3. Make up a dialogue using phraseological units:
| Example - Did you solve a physics problem for a long time yesterday? - Yes, for a very long time. Did you decide right away? - For a long time ... (puzzled), but without the help of my older sister I could not do anything. |
The story of the proposal.
Read the sentence, think about it and write a short story about it. The principle of compiling a story is the unfolding of textual information.
| Example And then I felt such annoyance and got so angry that I threw this diary behind the bookcase that was in our classroom. The parent meeting was approaching. Mom said that if everything is fine with my grades, then on Saturday we will go to the park. And I had a deuce in singing. I really did not want Maria Ivanovna to put this two in her diary, because then goodbye to the park. And when Maria Ivanovna was collecting her diaries, I didn't give her mine. At a big break, the boys and I ran into sports. Gym look newer exercise equipment. When we returned, I saw that my diary was lying on the desk and the deuce was standing like a pretty one in it. It turns out that Natasha, my classmate, saw my diary, decided that I accidentally forgot to give it for verification, and took the diary to the classroom. And then I felt such annoyance and was so angry that I threw this diary behind the bookcase, which was in our classroom. |
Application of the “dialogue with the author of the text” method.
Dialogue with the author of the text occurs as a result of active reading of textual information in order to understand the "mysteries" of the text, to discern the author's position, to realize one's attitude to this position. The dialogue often begins already when getting acquainted with the title of the work, and ends with an independent search for answers to questions that remained unresolved in the text. If we talk about the purposeful use of this method for educational purposes, it can be divided into several stages:
- looking for something that is not very clear in the text and formulating questions;
- we predict the answers to the questions that have arisen and predict the further content of the text;
- self-test (we check our assumptions by comparing them with the text).
Methodists consider the “dialogue with the author of the text” method to be the most significant at the stage before reading (work with the title) and during the reading of the text, as it activates the processes involved in understanding.
After such a dialogue, it is much easier for the reader to move on to the analysis of those thoughts and feelings that the author wanted to share with the reader when creating his work.
Predicting the content of the text by heading sets the reader up for the perception of textual information.
In order for the dialogue to be meaningful and complete, the reader needs to do a variety of work in the course of reading: find direct and hidden author's questions in the text, ask their own questions, ponder assumptions about the further content of the text, check whether they coincide with the author's intention, turn on the imagination.
| Example A.P.'s story Gaidar "Conscience". The lesson begins with students thinking about the meaning of the title of the work: when do we talk about conscience? Probably when someone did something not very plausible. Next comes the initial reading of the text. This is a very crucial moment in the lesson, because. it is at the first acquaintance with the text in the process of gradual immersion in it that a lot of questions arise that you want to find the answer in the work itself. How can this really happen in a dialogue lesson? The beginning of the work: "Nina Karnaukhova did not prepare a lesson ... and decided not to go to school." After reading this episode, the question immediately arises: why? Why didn't you prepare a lesson? Why did you decide not to go to school? Naturally, a chain of assumptions follows: I didn’t prepare a lesson because my head hurt, I was too lazy, I didn’t cope with the task, I sat down for lessons too late, etc. “But so that acquaintances would not accidentally see how she hangs out with books around the city during the working day, Nina sneaked into the grove.” After reading the episode, a natural question arises: how does a person feel who does something on the sly? Apparently very uncomfortable. He is all in tension, there is a desire to become invisible. When you do something furtively, it becomes ashamed. Probably, Nina, stealthily making her way into the grove, did not feel well. At such a moment, you involuntarily feel sorry for a person. I really don't want to be in his place. Let the children for some time, putting forward their assumptions, compare themselves with the hero of the work. This will help them in the future to better understand this situation, to analyze it in more detail. At this stage, younger students emotionally evaluate the situation, correlate it with their life experience. This happens every time you read an episode. Children should be able to independently find questions hidden in the text, stop reading when there are opportunities to predict further content. The task of the teacher at the beginning of teaching a dialogue with the author of the text is to stop reading when there is a direct or hidden question in the text and organize probable prediction, and in the course of reading, check the predictions of children. The main thing is to teach to see essential information in the text and not to ask superficial questions. |
Something in this act makes us wary, to think about why this happened. According to conscience, did the person act? Should he have done otherwise? Why in some situations people are called shameless? These and similar questions arise when the reader tries to predict, anticipate the presentation of events in the text, i.e. thinks about what he will learn when getting acquainted with the work. 
; decided not to go to school because... 
At this stage, there is no analysis of the text in the full sense of the word. After all, this is the first reading, but it is carried out in a dialogue lesson by gradually “immersing” in the text, in the process of “talking with the author of the text”. Development of reader's imagination.
Many difficulties in understanding and memorizing the text are associated with undeveloped imagination. The development of the reader's imagination involves working on both recreative and creative imagination.
You should train to “turn on” the imagination on small texts containing 1-2 figurative elements that are easy to recreate. Gradually, the number of such elements can be increased, proceeding to the reproduction of whole pictures. The task is to present what is being described and reproduce your ideas orally or in writing, in words or colors.
What methodological techniques can activate the reader's imagination?
Verbal and graphic drawing will be effective, especially on the material of those works that do not immediately generate visual images. This applies to lyrical poems, texts saturated with complex psychological analysis or with an abundance of landscape sketches.
Work with illustrations by professional artists, their examination and analysis also plays a huge role.
Drawing up a filmstrip, a cartoon script, constructing literary characters from paper or plasticine, interior elements will also contribute to the "awakening" of the imagination.
We should not forget about the importance of such techniques as staging or dramatization, both of individual episodes and of the entire work. During this work, children will have to re-read the text more than once, paying attention to the details of the artistic space and time, portrait characteristics, and descriptions of the behavior of the characters.
If possible, you need to draw the attention of a novice reader to how the author, with the help of words, helps us not only “see” pictures of the artistic world, but also “hear” the sounds of nature, the human voice, “breathe” the aroma of a forest or a warm summer evening.
To develop creative imagination, you can use the following tasks: come up with your heroes, your adventures, another ending for the work.
By teaching how to work with text, it is possible to form the initial forms of cognitive and personal reflection:
- if you consider how the text is printed, you can easily find books with poetry;
- by the name of the author, one can assume the subject and genre of the work;
- illustrations help distinguish between fairy tales and stories;
- the title helps to understand the theme and the main meaning of the book;
- how many works are in the book, and which ones, you can find out by the table of contents or content.
Consciousness of reading.
Reading comprehension involves the formation of the following skills:
- identify words and expressions in the text, the meaning of which is not clear, and be aware of the need to clarify their meaning;
- use footnotes and school explanatory dictionary;
- answer questions on the content with the words of the text;
- determine the emotional nature of the text;
- highlight key (the most important for reading understanding) words;
- rely on the author's remarks to characterize the characters;
- determine the motives of the characters' behavior by choosing the correct answer from a number of proposed ones;
- be able to predict the content of the text to be read;
- be aware of the author's and one's own attitude to the characters;
- formulate the topic of a short text;
- work with the title of the text: choose the most accurate title from all those offered, independently title the text, predict the content by the title and make statements according to the given title;
- identify semantic and emotional overtones;
- determine the idea of the work by choosing from a number of proverbs the one that most accurately expresses the main idea;
- find the main idea formulated in the text.
To test reading comprehension, offer different tasks to different students.
| Example Wonderful tree. The children arranged a holiday in the forest for birds and animals. On New Year's Eve, they decorated the Christmas tree with berries. The children tied pieces of bread to the upper branches. Carrots were attached to the lower branches. A head of cabbage was stuck under the tree in the snow. In the morning flocks of elegant birds flew in. They chirped happily, treated themselves to gifts. In the evening, two hares fussed under the tree near the head of cabbage. They ate tasty cabbages and sweet carrots. |
Task 1. Identify and tick off an item that is not mentioned in the story.
Task 2. Answer the question: For whom did the children dress up the Christmas tree?
Task 3.
