Chapter 8

I am loving all these reading strategies these chapters are offering. I believe after-reading comprehension is very important. It helps teachers recognize if a student comprehended what they read. When I was in high school we did not do many of these after-reading strategies; however, I noticed in this class we have been doing them after our book selections.


The semantic scale would be an easy way to track how a character changes throughout the novel. Sometimes it is hard to remember character development, but this would be a good process.


I really liked the Somebody Wanted But So strategy. I feel this would be excellent would students are told to retell the story or write a summary about what they read. It will help with picking out main characters, ideas, conflicts, and resolutions.
I noticed that we have used sketch to stretch and most important word in summarizing the book we have read for this class. I think both are a good way to pick out the main ideas of a story.
I have a sister who is in 8th grade and I remember her using the text reformulating strategy for her english class. The students individually got to pick a book and read it, then the did the ABC book. While some of the letters were easy, it had her think more deeply about the text to get ideas for the harder letters. This is where you could combine strategies and have students read the books and use post-it notes to help them remember the story.