This is the last stage of reading and it has to do with using translational, organizational, or activities filled with repetition to support the knowledge that has been garnered.
The main objective of the post-reading stage is to check for correct comprehension of the text. Often, students are made to read a selected part of the text but don’t get an opportunity to discuss what they have read afterward. This is where teachers can help. They can use various post-reading strategies to let the students derive meaning from what they have read and deal with any misunderstandings that they may have come across. For instance, some strategies teachers can use are paragraph frames, annotations, graphic organizers, KWL charts, recitations, and sequencing charts.
Paragraph frames
These are templates of paragraphs that students have to complete. They can help in expository and narrative writing connected to the text and boost oral and written language skills.
Annotations
They help students understand what has happened in a text after reading it. As students annotate, they should identify the author’s main points, core areas of focus, shifts in the text’s perspective or message, and their own thoughts.
Graphic organizers
Depending on what reading comprehension level they want to teach, teachers can choose a graphic organizer and ask students to complete it. This could include understanding the text’s core theme, idea, or cause and effect. After they have finished reading the text, students may be asked to either work alone or with a partner to complete the organizer.
KWL charts
These charts have three columns. The one marked as K is intended for things the students already know. The column labeled W refers to what the students want to know, while the one marked as L is for what they have learned. Students should fill in the K and W columns before reading, while column L should be completed after reading to check what key points they remember from the text they have just read.
Recitations
This involves asking students to recite or retell what they have learned or what the story was about. If a student struggles with this task, teachers can help by asking specific what, who, where, when, how, and why questions. Answering these questions will let students focus their responses and provide a guide for reciting what they have read.
Sequencing charts
These are a form of graphic organizers that are ideal for fictional texts. For instance, they can have boxes in which students explain the text’s characters, setting, problem, and solution.
