| Post-reading activities serve several purposes | | | | learning cannot be substituted for content. |
| - To obtain a sense of closure | | | | Students need to redigest or synthesize the |
| - To personalize the main activity | | | | information again, but in a different less linear |
| - To summarize, reinforce and evaluate what was | | | | perhaps more creatively depending on how well a |
| done | | | | teacher knows her students. |
| Post-reading activities for teachers: | | | | Graphic Representations and Graphic Organizers |
| - To practice / review new vocabulary | | | | Graphic organizers and representations have been |
| encountered in the text | | | | found a very helpful tool in helping pupils |
| - To practice / review grammatical structures | | | | comprehend a text of any subject and level. |
| encountered in the text | | | | For lower performing students: the teacher, |
| A post activity should be the last 5-10 minutes of | | | | having introduced organizers previously and having |
| the lesson. In a reading lesson for example, there | | | | analyzed the text, provides the organizer as a |
| is a difference between applying the activity at an | | | | worksheet. The pupils fill in the relevant |
| earlier stage of the reading process and at the | | | | information either while reading or post reading. If |
| post reading stage. This difference is due to the | | | | filled out initially during the reading, the post |
| quantity and quality of information possessed by | | | | reading activity requires a review and revision of |
| the reader. | | | | the previous stage. |
| Some generic lesson endings are : | | | | For stronger pupils: the students who are already |
| - Asking the students what was taught and done. | | | | familiar with several graphic organizers create |
| This could be written on the board. Students could | | | | their own graphic organizer and fill in the relevant |
| then give a grade for each lesson part and/or | | | | information. |
| discuss how effective it was taught. | | | | In a mixed ability class the stronger students can |
| - Reviewing the goals of the lessons | | | | create the graphic organizer (which should be |
| - Having a question and answer session. | | | | checked by the teacher) to be filled in by the |
| Please note: Many teachers often confuse giving | | | | lower performing students. |
| homework as a post activity. Procedure based | | | | |