Post-reading

//This page contains ideas for post-reading/listening/viewing activities.//

toc **Purposes of Post-reading Activities:**


 * **A**nalyze text
 * **B**riefly summarize text
 * **C**onsolidate and organize information to improve memory
 * **D**evelop syntheses of information
 * **E**xtend learning through application, creative production, interpersonal communication, and evaluation
 * **F**ind/notice language patterns within the text

**Activities:**

Check Comprehension

 * Choose 5 to 10 previously unknown words and create sentences for them
 * [|Choose Your Own Reading]
 * Game
 * Graphic organizers
 * Incomplete sentences
 * Multiple choice test
 * [|Non-fiction Reading Response Choice Boards]
 * Self-assessment (Yo puedo . . . )
 * [|Sentence Starters for Reader Response]
 * Sequence events from the text
 * Write true/false statements
 * [|3, 2, 1]

Communicate

 * Debate
 * Interview characters
 * Read & Retell
 * [|Reciprocal Teaching]
 * Think-Pair-Share
 * Think-Pair-Share

Create

 * Big Books
 * Class tell-a-story
 * Comprehension activities (created by students)
 * Dialogue journals between students posing as characters
 * Fractured Fairy Tales
 * Modern version
 * New ending
 * Newspaper article or newscast about the events or characters from the story
 * Play
 * Poem
 * Puppet Show
 * Reader's Theatre
 * Skit sacks--small groups create skits based on sacks of props given to them
 * Story map in a group—another group must retell the story based on the story map
 * Smoosh books
 * Table Talk--students write dinner party dialog between characters
 * Time Capsule
 * Video
 * Write from a different perspective/point of view
 * Write own story using similar plot or style (clone story)

Organize & Synthesize Information

 * Cause and effect worksheet
 * Character comparisons/maps
 * Compare different versions or stories with similar plots using Venn diagrams
 * [|Pattern Puzzles] - Categorize, classify, organize, and sort ideas from the text
 * [|Story Map]
 * [|Story Pyramid]
 * [|Text Rendering Protocol]- Students identify the sentence that means the most to them, then their favorite phrase, then their favorite word
 * [|Thesis/Proof]- Students note the thesis, find supporting and refuting proof in the text, then write their own opinion
 * [|Three, Two, One]
 * [|Venn Diagram] ([|2], [|3], [|with summary])

Summarize Text
= =
 * [|ABC Brainstorm]
 * Assemble cut-up summaries
 * Checklist Retelling - Students mark off how well their partner "retells" the story by giving them a check mark for everything that they were supposed to include in the retelling. From Ioanna Tolios and Connie Zucker user:cartierm
 * [|Common Core Sentence Frames]
 * Illustrate key passages of text
 * [|Lesson Closure Frame]
 * [|Making Inferences]
 * Map the story ([|History Map], [|Somebody Wanted But So Chart], [|Story Map], [|Story Pyramid])
 * Sequence pictures/text, then write a summary sentence for each
 * [|Somebody Wanted But So]
 * [|Sum It Up]
 * Use list of key vocabulary words to retell story
 * Video (explore text in a different media format)
 * Write paragraph in a different tense
 * Write paragraph in a different tense