Post+Reading+Activities

Post ideas, activities and helpful hints that are useful when doing a post reading/listening or viewing of a text.

**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

**Activities:**

**Activities:**


 * 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]
 * [|3, 2, 1]


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


 * 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)


 * 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
 * [|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])


 * [|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] ([|Instructions])
 * 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

=Post Reading:= Retelling: This goes hand in hand with predicting the story with pictures as a pre-reading activity, [Predict the Story with Pictures: Get students into small groups of 3-4. And then, give them a piece of paper with some pictures on it that have to do with the story. ( IE: For the 3 little pigs: A cup of sugar, a hammer, and a person sneezing or something) Have the students come up with a story that makes sense using these pictures.] For the post reading,you give them back the pictures but ask them to retell it the way that they read it. From Ioanna Tolios and Connie Zucker user:cartierm

Share with a Partner: You can also have them go through a "checklist" of things that they can talk about that happened in the story. Give them a half sheet of paper with this checklist, and assign them a partner. They 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

This is good because it allows you to have all students talking at the same time, but the students can easily just check off things that their partner couldn't talk about. That's why for this one, I would assign the partners, and then afterward ask questions to the students according to what they marked off... So that they know you will check to see that they are being honest and that you will hold them accountable! user:cartierm

All the following ideas below came from Cherice Montgomery (see [|FLTeach Post])
 * Make big books
 * Cause and effect worksheet
 * Character comparisons/maps
 * Choose 5 to 10 previously unknown words and create sentences for them
 * Class tell-a-story
 * Compare different versions or stories with similar plots using Venn
 * diagrams
 * Have students create comprehension activities
 * Cut-up summaries of various chapters and assemble
 * Dialogue journals between students posing as characters
 * Discussion web
 * Game
 * Grammar worksheets
 * Graphic organizers
 * Illustrate
 * Incomplete sentences
 * Interview characters
 * Mini-books
 * Write a modern version
 * Multiple choice test
 * New ending
 * Newspaper article or newscast about the events or characters from the
 * story
 * Pen pals
 * Play - put one on
 * Poem
 * Pronunciation via hear/say created from dialog in the text
 * Puppet show
 * Rewrite paragraph in a new tense
 * Self-assessment (Yo puedo . . . )
 * Sequence pictures/text
 * Show & Tell
 * 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
 * Table Talk--students write dinner party dialog between characters
 * Time capsule
 * Use list of key vocabulary words to retell story
 * Video--watch it or make one
 * Word pairs
 * Write from a different perspective
 * Write own story using similar plot or style
 * Write true/false statements