To get ready for this lesson, I review pre-reading and during reading strategies. I ask them to not just recall it from memory but to look back at their notes. I want them to begin to form a habit of looking back at what they have written and to use their notes to help them.
I always start with PAWS. I then ask students to come to the board to help fill in the acronym. For each of them I ask them for an example or demonstration of what that looks like.
I then review with them during reading strategies. This section is more tricky and will require further lessons in order to understand and use each of these strategies. It makes this part of the review more teacher led, I model each of them and give examples as I go. I will even ask students to give me a different example of one they can come up with to model. Visualizing is usually a popular one because they have success demonstrating.
After Reading strategies are the easiest to introduce because they are easy to model and practice. Most students have already practiced at least one strategy for after reading. For those students, the introduction is to help them put an official strategy title to a skill they might have had previous practice with.
The first after reading strategy is reflection. When I introduce this I ask for their own definition of the word reflection. We talk about a mirror and how we can see ourselves in it. I model getting ready for school and how it would look if I like what I see or what happens when I see something is wrong. We can either confirm what we see and move on or we can change what needs to be fixed using the mirror before leaving. I explain that a reflection of our reading is the same. We can look back at what we have read and check for understanding or figure out a way to make our understanding better.
The second strategy is summarizing. Students usually have had practice with creating a summary. I ask them to activate their prior knowledge and explain what a summary is. I make sure to point out that a summary only includes the most important details.
Next, I talk about rereading to clarify or understand something better. Rereading is spiraling back a lot. We are looking at good reading strategies and this strategy is shared in during and after reading; I chose to complete my next reading lesson focus lesson on Rereading.
The last after reading strategy we go over is evaluate. This is a fun one to end on and can be part of you conclusion.
To end after reading strategies we practice with evaluate. We begin by playing a thumbs up, thumbs down game. If they like it thumbs up and if not thumbs down.I start by naming various foods to get their opinion. I explain that I have just evaluated which students like what by their choice of thumb.
We do it again but this time I move into reading. I ask for thumbs again on different aspects of reading and how they feel about it. Again, I want them to see how they have just evaluated themselves while giving me feedback.
Students really enjoy giving their opinion and is a fun way to quickly evaluate their feelings.I do "thumbs" as a quick check in. It works in all subjects. In math, I might ask how they feel about our work, their practice, or the lesson.
Once we have played, I have them brainstorm on their individual white boards, when are other times we evaluate something. I walk around and view their writing and then ask them to raise their boards to show their peers. The second question I ask relates to how they might evaluate what they have read. Again I walk and then have them show their boards. We then have a brief discussion on what they came up with.
Checking their white boards allow me to assess their understanding of evaluation.