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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

Post-Reading Strategies

EDRD 620

Spring 2008

Instructor: Melissa S. Ferro

Post reading strategies1
Post-Reading Strategies

  • Reading Response Logs

  • Literacy Scaffolds

  • Semantic Mapping

  • Think Aloud

  • Read Aloud

  • Echo Reading

  • Guided Reading

  • Silent Sustained Reading

Reading response logs
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.

Literacy scaffolds
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.

Literacy scaffolds1
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

Semantic mapping
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

Think aloud
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?

Read aloud
Read Aloud

  • Individually

  • Alternate by:

    • Rows

    • Teams

    • Girls v. Boys

    • Halves of the Room

  • Pairs

  • Small Groups

Echo reading
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.

Guided reading
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

Guided reading1
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

Silent sustained reading
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.

Silent sustained reading1
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