LESSON TWO: Post-Reading Strategies
LESSON DESCRIPTION
Students review pre-reading strategies from Lesson One and respond to a journal prompt. They use those strategies to preview a sample text and begin using post-reading skills and strategies. Students review strategies such as question to clarify, reflect, analyze, draw conclusions, summarize, and paraphrase. The lesson focuses on questioning to clarify through teacher modeling of the first third of a text and students practicing with the remaining text.
GRADE-LEVEL EXPECTATIONS
R1F Apply pre-reading strategies to aid comprehension
R1H Apply post-reading strategies to comprehend and interpret nonfiction text.
LESSON MATERIALS
§Sources of literature
o None
§Supplies
o Pencil or pen, sticky notes, overhead
o Sticky notes or scratch paper for notes
o Journals
§Handouts
o “13 Reasons Our Ancestors Migrated”
http://www.ancestry.com/library/view/columns/george/1436.asp
o Post-Reading Skills Definitions
http://www.dese.state.mo.us/divimprove/curriculum/newwebpages/commarts.html
§Words to know
o post-reading skills
o nonfiction
o reflect
o analyze
o draw conclusions
FORMATIVE ASSESSMENT
Students will record two details and two big idea questions in their journals. The students will write an explanation of how using the post-reading skill, asking questions to clarify, can help a readers comprehend and interpret nonfiction text. Scoring guide provided.
LESSON ACTIVITIES
1. Teacher reviews the pre-reading strategies from the previous lesson by asking students to respond to the following prompt in their journals:
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Student Prompt
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Previously, we reviewed pre-reading strategies used by good readers. You are a good reader. You have been assigned a new nonfiction text to read. As you begin reading and studying the text, what pre-reading strategies will you use? Provide a rationale or reason for using each of the strategies. |
Using the pre-reading strategies described in student journal, preview the Thirteen Reasons handout. Ask students to read the Thirteen Reasons handout and note they will apply the post-reading skill of “questioning to clarify.” Review post-reading strategies: question to clarify, reflect, analyze, draw conclusions, summarize, and paraphrase. Refer to handout. This lesson will focus on the strategy of question to clarify.
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Questions for Students |
What strategies do good readers use to understand text after reading? Why do good readers use post-reading strategies? How do readers use questions to comprehend nonfiction text? What are effective methods of post-reading non-fiction text? What do good readers do to retain information from nonfiction text? |
2. Explain that students will be using the post-reading strategy, question to clarify. Question to clarify is a post-reading skill used to help the reader recognize and eliminate confusion when thinking about text.
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Strategy
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When a reader finishes his/her first reading of a text, there are often questions that still need to be answered. Good readers are aware of at least two types of questions to help clarify understanding and interpret what has been read on a deep level. One type of question is specific and related to the details of the text that has been read. The other type of question is much more global and has to do with the “big ideas” in the text. |
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Idea
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The teacher models questioning to clarify for the first third of the text. Using two different sizes of sticky notes and a copy of the text on the overhead, the teacher thinks aloud as he/she places small sticky notes on the text where detail type questions come to mind. The larger sticky notes are placed next to text where “big idea” questions could come to mind. Then the teacher shares ideas of questions he/she could ask to help clarify thinking and writes those questions on the sticky notes. |
Teacher provides a definition for each of the post-reading skills. Refer to handout. Post these definitions in the room for use during the next few days. The posted definitions will need to be removed from the wall prior to the summative assessment.
3. Students work with the next third of the text marking places with sticky notes and writing their question on sticky notes as the teacher moves around the room observing and possibly (optional) taking anecdotal notes to use for conferring with students.
4. When the teacher can see that the students understand the process, she/he tells the students to continue to work with the text and question to clarify until time is called.
Formative Assessment
Scoring Guide
2 Points: four questions are recorded and an explanation provided
1 Point: four questions or an explanation; two or three questions with an explanation
0 Points: for an inaccurate or incomplete response