Post-Reading Strategies

consist of those strategies that students learn to use when they have completed reading a text
selection.These strategies are used to help the student"look back" and think about the message of
the textand determine the intended or possible meanings that might be important.

These strategies are used

to follow up and confirm what was learned (e.g., answer questions or confirm predictions) from the
use of before and during reading strategies.

 to focus on determining what the big, critical, or overall idea of the author's message was
 and how it might be used before moving on to performance tasks or other learning tasks.

How do you teach comprehension strategies?

The stages of instruction that are most often cited as being effective in helping a student learn a
strategy are:

 orient students to key concepts, assess, and ask students to make a commitment to learn,
 describe the purpose of the strategy, the potential benefits, and the steps of the strategy,
 model (thinking aloud) the behavioral and cognitive steps/actions involved in using the
strategy,
 lead verbal practice and elaboration of the key information and steps related to the
strategy
 provide for guided and controlled practice of the strategy with detailed feedback from the
teacher and/or knowledgeable peers,
 gradually move to more independent and advanced practice of the strategy with feedback
from the teacher and/or knowledgeable peers,

32  Strategies for Developing

writing Skills

33  IntroductionIn order to be able to select and use appropriate procedures & materials, as well
assess their learners’ needs and progress, teachers need to be clear regarding the desirable
outcomes of a writing programme and the strategies involved in good writing.

34  a- Pre-writing: 1. Stimulate the students creativity. 2

a- Pre-writing: 1. Stimulate the students creativity. 2. Get them to think about how to approach a
writing topic. 3. In this stage, the most important thing is the flow of ideas.

35  b- Drafting:1- Students write quickly on a topic for five or ten minutes without worrying about
correct language or punctuation.2- Working in groups, sharing ideas. 3- Exchanging views: Different
students choose different points of view and think about and discuss them.

36  c- Editing:  1- Ordering: organizing the notes written. What should come first? and why?2- Self –
editing: A good writer must learn how to evaluate his ownlanguage to improve through checking his
own text, looking for errors.
37  D-Peer editing & proof reading: - The texts are exchanged / interchanged and the evaluation is
done by other students. - The students are some times asked to reduce the texts & to edit them
concentrating on the most important information.

38  Useful tips on how to carry out a writing lesson successfully.

1. Bring some energy and excitement to the process of writing in the classroom.2. Create a writing
environment that is authentic and purposeful.3. Resort to group work to help decrease the students'
fear and the complexity of writing tasks.

39  4- Make your tasks lively and enjoyable and make the atmosphere of the class less intimidating
by allowing students to work together and hence to assist each other. 5- Spare no pains making
positive comments to help build students' confidence & create a good feeling for the next writing
class.

40  6- Implement in your students the idea that their writing is addressed to a person, for a reason
and with an expected response. 7- Provide a real audience for your students by creating class
magazines or by swapping letters with other classes. 8- Make your students know that, as their
teacher and audience, you are interested in their ideas.

41  9- Train your students on the techniques of writing: listing, selecting and organizing. 10- Help
develop your students grammar, syntax, punctuation by analyzing stylistic features of good reading
texts. 11- Insist on responding to the content and how far the students have achieved their purpose
for writing.

42  The End Thank you

https://www.slideshare.net/SaraHulings/before-during-and-after-reading-strategies-68725990

Before, During, and After Reading strategies!

What are they?

Strategies used by the teacher to help facilitate the learning of comprehension skills in students. These
strategies link together before, during, and after the reading process to teach students how to find
meaning in the text, and use problem solving strategies when students don’t understand a part of the
text.

Why are they important?

The ultimate goal of reading is to understand what is being read. Bursuck (2015) states, “In its simplest
form, reading is the ability to decode and understand the meaning of written words. However, the
process of deciphering the meaning of written words is exceedingly complex because it is influenced by
a number of important factors including the person who is reading, the text being read, the task the
reader is trying to accomplish, and the context in which the reading is being done” (pg. 280). This being
said, students with poor comprehension skills need to be taught the various skills of how to process text
in a way that might identify the important information needed to understand it.
  Beginning! Before Reading Strategies The following strategies are used before reading. The
purpose is prepare students with knowledge they might need to better understand the text.
Examples  Connect text with Prior Knowledge 

During Reading Strategies The following strategies are during the reading process. The purpose is
to teach and model important metacognitive skills that help in understanding a text as a student
reads.
-  READING STRATEGIES HELP STUDENTS UNDERSTAND WHAT IS BEING READ WHILE THEY ARE READING IT

After Reading Strategies The following strategies are used after the reading process. The purpose
is to review information gained from the reading and ensure there was an understanding of the main
ideas within the text. Examples  Graphic Organizers  Discussions  Compose the Test 
Summarize  Create a Timeline

-READING STRATEGIES ASSIST READERS IN REFLECTING ON WHAT THEY HAVE READ,

AND GIVING THEM THE POWER TO BETTER UNDERSTAND IT

-• KWL CHART • ASK QUESTIONS • REREAD THE TEXT • GRAPHIC ORGANIZER •

SUMMARIZE

1. Graphic Organizers Students use graphic organizers to revisit information learned from the
reading.  Venn Diagram  Descriptive Map  Network tree  Cause and Effect
2. Discussions Students discuss topics from the text. This helps students verbal show their
understanding, while also allowing them to hear others thoughts and ideas that might widen their
understanding.  Seed Discussion Topics  Class Discussion  Small Group Discussion  Debate
3. Compose the Test Students create their own test question using the text as a guide. Helps student
decide the main idea and important information from the text.  Students write 1-2 questions
(compile and use the questions for the test)  Small groups create a test, then each groups test is
passed around to be taken. The test is then turned back in to be corrected by the original group. 
Students create a test for future classes.  Teach students the 4 QAR’s (Question, Answer
Relationships) and have them design questions from the text.
4. Summarize Students put what the main idea and key details into their own words.  Oral
Summary  Summary games  Save the Last Word 1. Students choose a key detail or paragraph
and copy it onto the front of an index card. 2. On the reverse side they write what they liked or found
interesting about the detail or paragraph. 3. One at a time the students read the passage or detail
they wrote down. 4. Other students make comments about what they liked or didn’t like about that
detail or paragraph 5. The student who wrote the paragraph or detail gets to have the last word by
reading what they wrote on the other side.
5. Create a Timeline Students create a timeline to organize the events in a text.  Biographies 
Historical Texts  Describing Life Cycles
6. In Conclusion… Before, During, and After Reading Strategies Using these strategies through out
the reading process is a great way too ensure students are understanding what they are reading.
The metacognitive skills being taught in Before, During and After reading strategies help students to
 become life long learners as they will be able to determine the meaning from a variety of texts by
using the various problem solving skills you teach them.

orrrrrrrrrrrrrrrrrrrrrrrrrrrr

1. KWL CHART • STUDENTS CAN USE THE “W” COLUMN OF THEIR KWL CHART, AS WELL AS
THE INFORMATION GAINED FROM THE TEXT TO COMPLETE THE “L” COLUMN OF THE
CHART • THE “L” COLUMN IS TO BE FILLED IN WITH WHAT YOU LEARNED THROUGH THE
TEXT. • ANY BIT OF INFORMAITON THAT A READER FINDS TO BE USEFUL OR SOMETHING
THEY MAY NEED TO KNOW LATER ON, IS TO GO IN THE “L” COLUMN
2. ASK QUESTIONS FOR CLARIFICATION • IF THERE IS ANYTHING FROM THE TEXT THAT YOU
ARE UNSURE OF, ASK THE TEACHER OR CLASSMATE TO EXPLAIN IT • WHAT DON’T YOU
UNDERSTAND? TERMS, IDEAS, EVENTS, RESOLUTIONS? ETC.
3. REREAD THE TEXT • REREADING THE TEXT PROVIDES OPPORTUNITIES FOR THE READER
TO PICK UP ON DETAILS THAT MAY HAVE BEEN MISSED THE FIRST TIME THROUGH •
REREADING THE EVENTS AND CLIMAXES OF THE STORY HELPS TO PROVIDE A MORE
CLEAR UNDERSTANDING OF THE EVENT • REREADING ALLOWS THE READERS BRAIN TO
SEE (READ) THINGS THAT WERENT SEEN “READ” THE FIRST TIME
4. GRAPHIC ORGANIZERS • GRAPHIC ORGANIZERS GIVE STUDENTS A HANDS ON WAY TO
TAKE WHAT THEY’VE LEARNED AND PUT IT ON PAPER • GIVES STUDENTS A WAY TO KEEP
THOUGHTS AND LEARNED INFORMATION ORGANIZED SO THAT IT IS CELAR AND EASY TO
UNDERSTAND • KEEPS INFORMATION ORGANIZED
5. SUMMARIZE YOUR INFORMATION • READERS CAN TAKE ALL THE INFORMATION THEY
GAINED FROM THE TEXT AND SUMMARIZE IT TO PROVIDE AN OVERALL EXPLNATION OF
THE INFORMATION LEARNED • WHEN STUDENTS SUMMARIZE IT GIVES THEM THE
CAPABILITY TO ADD AND DELETE INFORMATION THAT THEY FEEL TO BE NECESSARY OR
UNNECESSARY • GIVES STUDENTS A CONCRETE PIECE OF INFPRMATION THAT CAN BE
USED AS REFERENCE AT A LATER TIME • SUMMARIES ARE TO BE IN THE STUDENTS OWN
WORDS, OR THE INFORMATION MUST BE CITED IN THE SUMMARY