AfterReading.pdf - After Reading Strategies Use or modify...

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Unformatted text preview: After Reading Strategies Use or modify these strategies after students are familiar with the text and do not have any more difficulties understanding or reading it. fhese activities la y a foundation for specific language studies creati ve leadingdesponding and to he1p students focus more on the information from the text and make connections from the hook to other non- tart forms (timeliness or diagram). Story Innovation ' Use the original story as a basis, but change key words' in order to make a new story, while still keeping the underlying structure of the original. Innovating the Ending Write a new ending to the story, either as an individual or in small groups. Compare and contrast the old and new endings and have students explain why they made the changes that they did. Somebody Wanted/ButrSo - Think of a few conflicts in the story (things that a character wanted). Create a 3- column table for students to work with. Write the “wanted” statements in the first column. The second column should be for the “but'— what creates a conflict. The third ("so”) column' is for the resolution to the conflict. By the end, they should have mapped the conflict with their words. For example: Thomas wanted Victor to realize that Arnold (V lctors father) wasnt the horrible man the Victor made him out to be. But after years of alcoholism and abuse, Victor was reluctant to trust his father. So after Arnold died, Victor began to forgive his father by learning about how much Arnold cared for him.’ (From Smoke Signals and The Lone Ranger and Ybnto Fistfight in Heaven by Sherman Alexie) Cartoon Strip — In groups or individually, have students turn the events of the story into a cartoon strip using the words of the dialogue 1n the original to write in the speech bubbles. Readers Theatre This strategy can be adapted in a variety of ways. Students should all have their own copies of the actual texts and they can act out the text. This is more interactive than a traditional “read aloud" because students can actually act out or perform the reading. This is a basic skeleton of Readers’ Theatre; kids can develop scripts for their acting, Create props, perform their pieces for small or large groups, or complete a variety of other modifications to this activity. Wanted Posters Students design a wanted poster for a character from a text, keeping in mind all the information that they have learned about that character from the text. Tea Party Assign each student in the class to be a character from the story. They need to take on that characters identity and personality. This 13 best done ahead of time and with notice. Imagine that you are the host of a tea party and that you have invited all of the characters from the book to your classroom. Serve food/drinks that may be relevant to the story. Generate a list of "conversation starters” from the text that would generate an interesting group dynamic at your party. Students should stay in character. Time Lines Have students use a variety of graphic organizers to demonstrate the chronology and sequencing of the text. This can be challenging for non- linear stories, but it can be very beneficial as well. ‘ Hot Seat Kids sit in a circle with one chair to be labeled as the “hot seat.” The student sitting in the hot seat represents a character from a book that the class has read. Other students take turns asking him/her questions to find out more about that character. Questions from the text are usually used to start, but then more abstract/complex questions (such as “imagine that your middle- aged character is now just a young boy.» How would he react when...)can usually follow once students get the hang of it. This works well with “how did you feel when...” questions. Freeze Frames This is a drama- related activity where students prepare themselves in a tableaux that represents a scene from the story. The rest of the class should close their eyes While the performing group sets themselves up. After the group is ready, the class opens their eyes and looks at the “movie still” from the plot of the text; They then close their eyes and the group restructures itself again. This is repeated until the group has told the major events of the story and the class has viewed it through a "freeze frame” format This may be a good way to get newcomers involved. Cloze Exercises With cloze exercises, you can delete words from the text and have students fill in the gaps with missing words. Many cloze exercises delete every fifth word, but you can adapt or modify clozes so that the amount of words decreases to nothing. The key is to have students use language so that they can successfully construct a meaningful passage. Text Reconstruction Cut an excerpt from a text into paragraphs or sentences. Students should put the sentenceSIparagraphs in the correct order and then explain why they have chosen that order. Jumbled Sentences Cut a sentence into separate words and have students reconstruct the sentences so that they make sense and are relevant to the text This can be as simple or as complex as you make it. Questioning the Text This helps students with their critical reading skills. Have students focus on asking questions based upon the text. They can begin with more specific and concrete questions (what/Who) and then eventually move towards (why) questions. Similarly, you can ask students about language- specific things. Beading strategies are adapted from: Gibbons, Pauline. Scaffolrlinglangiwga SMaIdingLeaming: Portsmouth, NH: Heinemann, 2002. Learning Point Adolment literacy Instruction: http:/ ...
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  • Spring '08
  • Corcoran,S
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