4 Postre 1

POST READING ACTIVITIES
PURPOSES:
To bring students to a sense of closure
To support students’ integration of information in the text

with their own background knowledge
To contribute to long-term retention of information
To lead students to appraise text critically
To provide opportunities for application of new knowledge
To provide opportunities for students to restructure the

author’s meaning
To provide additional coaching and instruction to correct

any student’s difficulties in dealing with text
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CHARACTER ANALYSIS
In conjunction with the District’s Character Education initiative, the following Character
Education Report Card provides students practice in identifying significant character
traits, supporting the response and drawing conclusions about the character.
As students read the text, they can flag important passages with sticky notes. Once the
reading has been completed, the students can refer to their sticky notes and complete
the Report Card. By assigning and justifying a grade in the comment section and page
# column of the Report Card, students garner valuable experience in developing keen
reading comprehension.
CHARACTER EDUCATION REPORT CARD
DATE ______________________________ GRADE ________________________
CHARACTER ________________________ TITLE __________________________
STUDENT ___________________________ CHAPTER/SECTION ___________
SUBJECT AREA GRADE PAGE # COMMENT

Thoughtful & kind to
others
Sense of responsibility
Respectful
Ability to communicate
Sense of Curiosity
Generous
Generous
STRATEGIES
POST READING
ENACTMENTS
ENACTMENTS require close, collaborative and active reading. Additionally, it often

requires rereading, selection/analysis of elements to include in performance, and critical
evaluation of facts and concepts.
1. Students read material independently. They jot notes or write in response to the
reading.
2. In small groups, students discuss the text using their own previously prepared
written response.
3. Students plan an enactment which demonstrates some aspect of the groups’

response to/interpretation of the text. Forms of enactment include role playing,
dramatization, trial simulation, debate, panel discussions, dramatic reading or
some combination of these.
4. Groups present their enactments to the rest of the class, one after another,
without discussion, while members of other groups jot responses for later
discussion.
5. Teacher leads a follow-up discussion and/or assigns students to write about the
presentations and what they learned from them.
Lytle, S. and M. Botel. Reading, Writing and Talking Across the Curriculum. Pennsylvania Department of Education,
1988
ASSESSMENT
POST READING
Bernards Township School District

Teacher’s Assessment: Enactment
Group Members: Date: __________________
1. ___________________________ 2. ___________________________
3. ___________________________ 4. ___________________________
Circle the activity: Role Playing Trial Simulation Debate
Reader’s Theater Panel Discussion
1. Group members speak loudly and clearly.
Well Done 5 4 3 2 1 Not Yet
2. The group speaks fluently with apparent preparation.
3. The group presents significant concepts (characters, setting, beginning, middle, end,
problem/solution, etc.) from the reading selection
4. The group comes to correct conclusions.
5. The work was divided evenly.
Comments:
STRATEGIES
POST READING
LEARNING LOGS
Why?
Monitoring one’s own learning process and progress (meta-cognitive) is an important
cognitive skill. The LEARNING LOGS used in class to record and monitor process and
progress help students direct their learning and studying. It is also another way to
promote fluency and flexibility in writing; it shows how writing clarifies thinking.
Who?
All students need to develop meta-cognitive awareness and need practice in writing to
learn.
How?
1. Direct student to re-examine their reading/writing/class work by keeping a log in
which they are to record what has occurred that lesson (teachers may record the
responses of very young readers). To help focus the responses, ask questions
such as:
 What did I read/write/learn today?

 What puzzled or confused me?
 What would help to clarify things for me?
 What did I enjoy, hate, accomplish in reading/writing/class today?
 How did I learn from reading/writing/class today?
 How was my performance?
2. Students record for a pre-determined time. Scheduling this “log time” regularly is
helpful (See sample log formats).
3. Use the logs to see what content or processes need to be reviewed, clarified or
expanded. Respond directly to students in the log entries.
4. Logs become the basis for teacher-student conferences.
5. As students become computer competent, they can record on a disc.
ASSESSMENT
POST READING

Reading Log: Purposeful Reader
Reader: _________________________________ Date: _______________
Title: ________________________________________________________________
Author: ________________________ Illustrator: _______________________
Name three things you have learned by reading this book.
1. _______________________________________________________________
_______________________________________________________________
2. _______________________________________________________________
_______________________________________________________________
3. _______________________________________________________________
_______________________________________________________________
Name three things in this book that you already knew.
1. _______________________________________________________________
_______________________________________________________________
2. _______________________________________________________________
_______________________________________________________________
3. _______________________________________________________________
_______________________________________________________________
Recommendation:
Teacher Comment:
ASSESSMENT
POST READING

Reading Log: Purposeful Reader
Reader: _________________________________ Date: ____________________
Title: ___________________________________ Author: ___________________
Identify the main characters and briefly discuss how they change during this story.
How does the setting contribute to the story?
Briefly summarize main elements of the plot.
What is your recommendation for this title? Why?
STRATEGIES
POST READING
PLOT CHART
Completing a plot chart as a post reading activity helps the reader solidify reading
comprehension by:
1. Identifying significant actions of the story.
2. Reinforcing sequencing as the reader moves progressively from one point to the
next.
3. Requiring the readers to come to a conclusion as the story ends.
Freytag’s Diagram
3
climax
2 4
rising action falling action
5
conclusion
1
exposition
(a) inciting incident (b) resolution
1. Exposition: setting the scene. The writer introduces the characters and setting, providing
description and background.
2. Rising Action: the story builds and gets more exciting.
3. Climax: the moment of greatest tension in a story. This is often the most exciting event. It is
the event that the rising action builds up to and that the falling action follows.
4. Falling Action: events happen as a result of the climax, and we know that the story will
soon end.
5. Conclusion (or Dénouement, a French term meaning the end): At this point, any remaining
secrets, questions or mysteries which remain after the resolution are solved by the characters or
explained by the author. Sometimes the author leaves us to think about the theme or future
possibilities for the characters.
Contributing factors:
a. Inciting Incident: something happens to begin the action. A single event usually signals the
beginning of the main conflict. The inciting incident is sometimes called “the complication.”
b. Resolution: the character solves the main problem/conflict or someone solves it for him or
her.
Post Reading Activities with Inspiration
After reading a selection, the teacher can require students to present important
information using Inspiration software. This Mind-Mapping software facilitates the
analysis of several elements of literature, the organization of those elements and then a
visual representation. The software also allows the student to access the information in
standard outline format.
The creation of a map can be an end in itself or it can serve as pre-writing for a writing
assignment.
Possible uses for Inspiration:
■ Character analysis
■ Plot structure
■ Vocabulary analysis
■ Literary elements analysis (This is just a sampling)
- Author’s use of imagery
- Motifs
- Rhetorical devices
- Persuasive elements
- Symbolism
- Text forms (Post-modern literature)
- Poetic devices
- Figurative language
BEGINS TO
GO HAPPILY
OUTDOORS SELF-
& GROWS HAS STRONG DISCIPLINED
STRONGER RELATIONSHIP TO FROM
ALL IN NATURE STRONG
FAMILY
JAUNDICED,
WEAK, UNFIT
BECOMES IS WILLING TO
INTERESTED BE FRIENDS
IN DICKON & WITH GRUMPY
SECRET MARY
MARY GARDEN
SPOILED,
REBELIOUS,
UNPLEASANT,
TERRIBLE
TEMPER
DICKON
CURIOUS
CHARACTER STUDY AND ABOUT GARDEN
RELATIONSHIPS INA & STRANGE
INTRIGUED BY BOY IN BIG
MYSTERY OF SECRET GARDENC
HOUSE
COLIN, WATCHES
FOR CLUES
SICKLY,
UNABLE TO
WALK
LEARNS FINALLY
OF WALKS &
GARDEN & LEAVES BED LITTLE
TAKES & EXPERIENCE
CONTROL WHEELCHAIR WITH LIFE AS
OF LIFE CHILD
COLIN
VICTIM OF BAD
MEDICAL ADVICE SHY, THEN, EAGER TO
& NEGATIVE MEET MARY & DICKON
THINKING
CHARACTER STUDY AND RELATIONSHIPS IN A SECRET GARDEN
I. COLIN
A. SICKLY, UNABLE TO WALK
B. VICTIM OF BAD MEDICAL ADVICE & NEGATIVE THINKING
C. LITTLE EXPERIENCE WITH LIFE AS CHILD
D. SHY, THEN, EAGER TO MEET MARY & DICKON
E. LEARNS OF GARDEN & TAKES CONTROL OF LIFE
F. FINALLY WALKS & LEAVES BED & WHEELCHAIR
II. DICKON
A. HAPPILY SELF-DISCIPLINED FROM STRONG FAMILY
B. HAS STRONG RELATIONSHIP TO ALL IN NATURE
C. IS WILLING TO BE FRIENDS WITH GRUMPY MARY
D. CURIOUS ABOUT GARDEN & STRANGE BOY IN BIG HOUSE
III. MARY
A. ORPHANED WHILE IN INDIA
B. SPOILED, REBELIOUS, UNPLEASANT, TERRIBLE TEMPER
C. JAUNDICED, WEAK, UNFIT
D. BECOMES INTERESTED IN DICKON & SECRET GARDEN
E. BEGINS TO GO OUTDOORS & GROWS STRONGER
F. INTRIGUED BY MYSTERY OF COLIN, WATCHES FOR CLUES
Reading Comprehension Scoring Rubric – Retelling Fiction
1 2 3
Setting Unable to identify setting Identifies setting Identifies setting – includes
details
Characters Unable to distinguish major and Names characters Names characters and provides
minor characters descriptive traits
Plots Few details – events not given Retells beginning, middle, and Retells beginning, middle and
in proper sequence ending events in proper ending events in proper
sequence sequence and with details
Problem/Solution Unable to identify problem and Identifies problem and solution Identifies problem and solution
solution – gives details
Genre Alludes to type of book Identifies as fiction or non- Identifies specific type of book
fiction
Vocabulary Little use of story words Shows understanding of Uses words from the story –
important words understands all vocabulary
Prior Knowledge Unable to preview book and Glances at cover, offers Examines cover and flips
predict minimal predictions through pages – offers
predictions with details
Attitude Unable to complete reading Completes the reading task Completes the reading task
task with some hesitancy or anxiety confidently
Strategies Unable to generalize text and Makes minimal connection Makes connections between
connect to own experiences between text and his/her own the text and his/her own
experiences experiences
14
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Guided Retellings
Story Elements Prompts/Questions
Introduction Once upon a time…

It happened this way…
It all began…
Setting Where did the story take place?

Place When did the story take place?
Time
Theme Who is the story about?

Main character Who else is in the story?
Other characters
Plot What is the main character’s problem (or goal)?

Problem or goal
Episodes What happened first?

Events What happened next? (Use this prompt for each
episode in the story, if necessary. Some children
will need only one prompt to recall events).
Resolution How was the problem solved?

Problem solver or
How did the main character achieve the goal?
15
STRATEGIES
POST READING
Story Mapping
Story maps are simple, vertical flow charts that identify the main story elements. In creating and
using story maps, students may visualize the parts of a story and how they interrelate and lead
to a story’s resolution. A student who successfully maps a story demonstrates comprehension
of what has been read and the ability to focus on important story elements.
Although a post reading activity, students must focus on the story’s content while reading in
order to create a story map.
Key Elements of Story Maps
- Setting: time and place, major characters

- Problem: the dilemma the main character(s) tries to solve
- Set of Events: series of steps taken to solve the problem (plot)
- Resolution: the resolution of the story’s problem and the new understanding created by it.
Teaching Story Mapping
Display a story map outline. Note that the number of events may vary according to the story
used.
Explain to students that a story map will help them see how the parts of a story fit together.
Point out that a story map will help them understand and remember a story they have just read.
Discuss story map headings, making sure the students understand each one.
The students read a story (aloud or silently).
Complete a story map with your class. Ask questions sequentially and logically to guide them
toward mapping the story. Select your questions so that students will be able to identify the
most important events in the story. Remind students that minor details do not belong on a story
map. Encourage students to ask themselves: “Is this detail important to understanding?”
Have students map a story of their own. Maps may vary. Emphasize that events they select
must lead to resolution.
When students have finished their first story map independently, encourage them to discuss
and debate their choice of setting, characters, problems, events and resolution. Refer students
to the text to solve issues that have been debated.
Adapted from The World of Reading. Silver Burdett, 1992
16
STORY MAPPING
Name: _____________________________________________________
Setting
Characters
Time/Place
Problem
Goal
Resolution
17
STORY MAPPING
Name: _______________________________________________________________
The Setting:
Characters:
Place:
The Problem:
The Goal:
Event 1
Event 2
Event 3
Event 4
Event 5
Event 6
Event 7
The Resolution:
18
Story Grammar
Romeo and Juliet
THEMES
Main Idea: Romeo and Juliet’s love is not possible.

Abstract: Sometimes even love cannot overcome fate.
PLOT
Setting: Verona, Italy; fifteenth century

Relation to Theme: Feuding families
Major Characters:
Name Trait Function

Juliet Capulet blinded by love cause conflict by falling in love
Romeo Montague blinded by love cause conflict by falling in love
Tybalt & Capulet vengeful antagonist
Friar Lawrence sympathetic facilitates marriage
Mercurio loyalty to Romeo his death caused Romeo’s banishment
Problem/Goal: Bringing together of two lovers from feuding families
Major Events:
Falling in love
Secret marriage
Deaths of Mercurio and Tybalt
Friar’s plan and its failure
Tomb scene (suicide of Romeo and Juliet)
Resolution: Families decide to end feud
VOCABULARY: feud, star-crossed lovers
19
Plot Map
TITLE
Romeo and Juliet
MAIN CHARACTERS OTHER CHARACTERS

WHO? Romeo Nurse
Juliet Parents
Tybalt Friar Lawrence
Mercurio
SETTING
WHERE? Verona, Italy
WHEN? Fifteenth Century
PROBLEM RESOLUTION
WHAT?
Bringing together of two lovers from feuding families. After
the suicides of Romeo and Juliet, families decide to end
feud.
BEGINNING MIDDLE END
Fall in love Marriage and Suicide and

HOW? Friar’s plan end of feud
20
Story Map
Title Author
Setting: time and place
Conflicts (problem)
character vs. character character vs. life character vs. self
Author’s Craft
1. __________________________________________________________________
2. __________________________________________________________________
3. __________________________________________________________________
4. __________________________________________________________________
Resolution
Name ______________________________ Date ______________________
21
STRATEGIES
POST READING
Visualizing
Visualizing is a process of forming mental pictures or images based on what the reader
reads. It helps the reader focus on specific details in the selection even as it helps
improve memory. Visualizing alerts the reader to the author’s use of sensory imagery
and encourages creativity. Learning styles that do not respond to traditional strategies
may find unique success with visualizing.
Suggested Post-Reading Activities:
1. Use magazine pictures to make a collage of the main character(s).
2. Create a cover for a reading journal. The cover can represent a major theme of
prevalent mood of the selection.
3. Use computer graphics to create the story’s setting.
4. Sketch an object that has particular meaning for one character.
5. Create a photo album of the significant plot developments.
6. Design a bookmark that reflects major themes.
22
POST READING
Reading Assessment
Name___________________________ Grade _______________


 

23

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POST READING ACTIVITIES

To bring students to a sense of closure

To support students’ integration of information in the text

To contribute to long-term retention of information

To lead students to appraise text critically

To provide opportunities for application of new knowledge

To provide opportunities for students to restructure the

To provide additional coaching and instruction to correct

Education Report Card provides students practice in identifying significant character

DATE ______________________________ GRADE ________________________

CHARACTER ________________________ TITLE __________________________

STUDENT ___________________________ CHAPTER/SECTION ___________

SUBJECT AREA GRADE PAGE # COMMENT

ENACTMENTS require close, collaborative and active reading. Additionally, it often

3. Students plan an enactment which demonstrates some aspect of the groups’

Bernards Township School District

Group Members: Date: __________________

Circle the activity: Role Playing Trial Simulation Debate

Reader’s Theater Panel Discussion

1. Group members speak loudly and clearly.

Well Done 5 4 3 2 1 Not Yet

2. The group speaks fluently with apparent preparation.

Well Done 5 4 3 2 1 Not Yet

Well Done 5 4 3 2 1 Not Yet

4. The group comes to correct conclusions.

Well Done 5 4 3 2 1 Not Yet

5. The work was divided evenly.

Well Done 5 4 3 2 1 Not Yet

 What did I read/write/learn today?

4. Logs become the basis for teacher-student conferences.

5. As students become computer competent, they can record on a disc.

Bernards Township School District

Reader: _________________________________ Date: _______________

Author: ________________________ Illustrator: _______________________

Name three things you have learned by reading this book.

Name three things in this book that you already knew.

Bernards Township School District

Reader: _________________________________ Date: ____________________

Title: ___________________________________ Author: ___________________

How does the setting contribute to the story?

Briefly summarize main elements of the plot.

What is your recommendation for this title? Why?

1. Identifying significant actions of the story.

3. Requiring the readers to come to a conclusion as the story ends.

(a) inciting incident (b) resolution

2. Rising Action: the story builds and gets more exciting.

Possible uses for Inspiration:

■ Literary elements analysis (This is just a sampling)

- Author’s use of imagery

- Text forms (Post-modern literature)

Story Elements Prompts/Questions

Introduction Once upon a time…

Setting Where did the story take place?

Theme Who is the story about?

Plot What is the main character’s problem (or goal)?

Episodes What happened first?

Resolution How was the problem solved?

Key Elements of Story Maps

- Setting: time and place, major characters

Teaching Story Mapping

The students read a story (aloud or silently).

Adapted from The World of Reading. Silver Burdett, 1992

DATE ______ GRADE

CHARACTER TITLE __

STUDENT _________________ CHAPTER/SECTION _

Reader: ___________________ Date: _

Author: __ Illustrator: _

Reader: _____________ Date:

Title: _________________ Author: _

Name ________ Date

Name_____________ Grade _