lockUser login
Facebook
Twitter
Instagram
Pinterest
Tumblr
  • ALL-ED Routines
    • Engagement & Management
    • Group Learning
      • Managing Groups
      • Gather Responses
        • Domino Discover
        • Rumors
        • Inner and Outer Circle
        • Elbow Exchange
        • Show & Share
        • Sort it Out
        • TTO
        • Success Story
        • Sum it Up
      • Peer Help
        • Accountability Partners
        • Help Wanted
        • Expert Appointments
        • QAPS
        • Peer Feedback
        • Dialogue Circles/Conversation Lines
        • Save the Last Word
        • Exhibition
        • 360˚
      • Collaborate
        • Open Space
        • Jigsaw
        • Idea Carousel
        • 2 x 2 x 2
        • Jot Notes
        • Mine, Yours, Ours
        • CRED
        • FQA
        • Vocabulary Connections
    • Independent Tasks
    • Durable Learning Routines
      • Primary Source Learning Routines
      • Images Draw You In
      • Crop It
      • Zoom-In
      • Life in a Box
      • Read, Write, Reflect, Revise
    • CoTeaching Playbooks
  • Differentiated Instruction
    • OSCAR
    • CARR Check
    • Agility Thinking & Teacher Decisions
      • Structures for Tasks
      • Options
      • Help
        • Scaffolds
        • Supports/Extensions
        • Targeted Practice/Review
        • Specialized Instruction
          • Accommodations
          • Modifications/Adaptions
          • Remediation
    • Why Routines?
    • Myths of Differentiated Instruction
  • Professional Learning
    • Video Library
    • Webinars
    • Pictures of Practices
      • Classroom Stories
    • Useful Resources
      • Student Choice Structure Examples
      • Formative Assessment
      • Literacy Resources
      • English Language Learners
    • 30-Day Equity and Access Challenge
    • Differentiated Instruction Made Practical: Harvard, February 2018
  • About ALL-ED
    • ALL-ED Research Base
      • Self-Regulated Learning
      • Motivation
      • Cognitive Science
    • Our Team
      • ALL-ED Publications & Research
    • Events
      • ASCD Singapore Conference
      • Math For America Resources
    • Contact

Post Reading Strategies

Home Useful Resources Literacy Resources Post Reading Strategies

Goal: To interpret, evaluate, and reflect upon the meaning and impact of the text, to go beyond “reading” to making connections and using new knowledge.

Create a Metaphor

After reading, analyzing, and interpreting the text, students are asked to create a metaphor comparing the big ideas elicited from the text to something else. Students can use these metaphors to connect what they have read and learned to something relevant in their own lives or the world around them. Metaphors should be fully developed and easily understood by others.

More About Create a Metaphor

Cubing

Cubing is a strategy designed by Cowan & Cowan, 1980, Vaughan & Estes, 1986. Cubing can be used to strengthen students’ comprehension of a topic or concept and help expand students’ understanding of it from various perspectives.

More About Cubing

Four Square Perspective or Conversations Across Time

This reading strategy helps students develop deeper insights by making connections between and across sources of different perspectives in response to a common topic, theme, understanding goal, or essential question.  Students examine three different sources and use their understanding of the sources to respond to an essential question.  The fourth square is left for the student to add his/her own personal connection to the question. This strategy can be differentiated by selection of material and essential questions.

More About Four Square Perspective and Conversation Across Time

 

Inquiry Chart

Inquiry or I-Charts help students organize answers to several questions by providing an opportunity to compare prior knowledge with information from several texts. Students conclude by summarizing their research findings in order to address a larger issue, or understanding goal related to the discipline. James Hoffman (1982) is credited with developing I-Charts.

More About Inquiry Charts

QAR

QAR, or “Question Answer Relationship”, was developed by Taffy Raphael (1988) to help students understand the relationship between different types of questions and their use of text to find the answers. That is because answers can be either explicit, implicit (implied), or not found in the text – depending upon the nature of the question.

More about Question-Answer Relationships

RAFT

RAFTs help students process information by asking them to communicate an understanding with evidence from a chosen point of view to an appropriate audience using the most effective product for their purpose. The RAFT acronym stands for Role, Audience, Format and Topic.

More about RAFT

 

Story Frames

Students deepen understanding by creating story maps which analyze character, setting, plot, and themes or by answering the journalistic questions (Who? What? Where? When? Why? and How?)

More About Story Frames

Writing Prompts and Journaling

Students respond in written form to questions, problems, or scenarios posed by evaluation and interpretation of sources. Journal entries can be exchanged amongst peers and reviewed.

More About Writing Prompts and Journaling

1 comment. Leave new

Elena Rodriguez
March 13, 2017 1:55 am

Check links on subpages

HomeAboutContact
© 2016 All-Ed. All rights reserved.