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Strategy Toolbox: After Reading

General After Reading
After reading, encourage students to:
• Apply what they’ve read
• Talk about it
• Study or organize notes
• Review objectives
• Answer questions
• Study new vocabulary

Yes No Game
Draw a “T” chart on the board, label the left “Yes” and the right ”No.” Write a word or phrase in the left column that is an example of the concept you want the students to understand; write a non-example in the right column. Continue adding to each column until the students know the answer. A movie sample, for Sean Connery fans:

__________YES_____________
To Russia, With Love
Raiders of the Lost Ark III
____________NO_____________
Live and Let Die
Raiders of the Lost Ark I

Sentence Starters
Sometimes a simple worksheet of sentence starters can prompt students’ thinking after they’ve read. This doesn’t always have to be teacher-created; students can create these starters for each other.

Multiple Intelligences
This is not really a strategy, but it so influences reading comprehension that it deserves a place here. Becoming more aware of multiple intelligences and looking for creative ways to include other intelligences in your teaching can enhance student learning and reading comprehension.
This site is a great start to exploring this area:
Multiple Intelligences

Response Journals / Learning Logs
These forms of responsive writings are used more frequently with fiction reading. However, students can be guided to use response journals or learning logs with non-fiction reading as well. It is helpful if they have a separate notebook for their log. They can be prompted with sentence starters on the board. For example, “One thing I learned from today’s assignment was…” or they can write in a more general way. Some teachers use journals to help students reflect on their “free reading” as well as their assigned reading.

Double Entry Diary
Double entry diaries are a form of guided notes (Tovani, 2000). Students divide a paper in two, lengthwise. The left column is for either direct quotes or brief summaries from the text; it may be helpful to note page numbers here. The right column is to collect students’ inferential and critical thinking about the text. Some starters for the right column may be: This reminds me of…, I wonder…, I am confused because…, or This is important because…. Using starters is a way of easing students into this strategy.

Games
Games are a great way to see what students have gotten out of their reading and expand their understanding. Teachers do not always have to be the creators of these games; students may take
on the creation of a game for extra credit or as an assignment. Jeopardy is a favorite, but the format of “Who Wants to be a Millionaire?” works well, too. Basically it is a matter of putting traditional questions in a more interesting format. It really heightens student interest.


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