Post-Reading Strategies

Goal: To interpret, evaluate, and reflect upon the meaning and impact of the primary source material, to go beyond "reading" to making connections and using new knowledge.

QAR

QAR, or "Question Answer Relationship", was developed by Taffy Raphael (1988) to help students understand the relationship between different types of questions and their use of primary source text to find the answers. That is because answers can be either explicit, implicit (implied), or not found in the text - depending upon the nature of the question.

The four basic question-answer relationships are:

  1. Right There - The answer is found in a single sentence or phrase.
  2. Think and Search - The answer is found in several sentences or phrases which are scattered throughout the text.
  3. Author and You - The answer comes from connecting the overall information provided by the author with the reader's prior knowledge.
  4. On My Own - The answer can be found only by using the reader's prior knowledge; no text is necessary.

QAR Guidelines and Sample Handout

RAFT

A RAFT helps students process information by asking them to communicate primary source content from a chosen point of view to an appropriate audience using the most effective product for their purpose. The RAFT acronym stands for:

  1. Role - the person or object to represented
  2. Audience - a person or object addressed
  3. Format - the type of communication (product) for the chosen audience
  4. Topic - the point of view and content communicated (Hint: it should answer all the journalistic questions as appropriate - who, what, where, when, why, and how)

Sample RAFT Ideas and Example

Venn Diagram

A Venn Diagram is a graphic organizer which allows students to compare concepts, ideas, people, events, and places by examining their similarities and differences. When used as a Post-Reading primary source strategy, students evaluate their findings in light of their investigative question.

Sample Venn Diagram

Inquiry Chart

Inquiry or I-Charts help students organize answers to several questions by providing an opportunity to compare prior knowledge with information from several primary sources. Students conclude by summarizing their research findings in order to address a larger issue, or understanding goal related to the discipline. James Hoffman (1982) is credited with developing I-Charts.

Further Information and Sample Inquiry Charts

History Frames

History Frames help students appreciate that history is stories we remember by reading a primary source as if it were literature or a newspaper article. Students deepen understanding by creating story maps which analyze character, setting, plot, and themes or by answering the journalistic questions (Who? What? Where? When? Why? and How?)

Further Information and History Frames Samples

Think-Pair-Share

Think-Pair-Share involves a three step cooperative structure. During the first step individuals think silently about a question posed by the instructor based upon the primary source. Individuals pair up during the second step and exchange thoughts. In the third step, the pairs share their responses with other pairs, other teams, or the entire group. This strategy was first developed by Spencer Kagen, 1989.

Think-Pair-Share Rationale and Variations

4 Square Perspective or Conversations Across Time

This reading strategy helps students develop deeper insights by making connections between and across primary sources of different perspectives in response to a common topic, theme, understanding goal, or essential question.  Students examine three different primary sources and use their understanding of the primary sources to respond to an essential question.  The fourth square is left for the student to add his/her own personal connection to the question. This strategy can be differentiated by selection of primary source material and essential questions.

Further Information and Sample 4 Square Perspective Graphic Organizer

Writing Prompts and Journaling

Students respond in written form to questions, problems, or scenarios posed by evaluation and interpretation of primary sources. Journal entries can be exchanged amongst peers and reviewed.

Cubing for Writing

Cubing is a strategy designed by Cowan & Cowan, 1980, Vaughan & Estes, 1986. In reading a primary source, cubing can be used to strengthen students' comprehension of a topic or concept and help expand students' understanding of it from various perspectives. Many teachers create a visual (cube) prop so students have something tangible to work with. A teacher can use the strategy with the whole class, as small group work, and/or on a one-on-one basis. Almost any topic can be cubed. Cubing requires students to apply information they have been studying in new ways.

Further Information and a Step-By-Step Guide to Cubing

Create a Metaphor

After reading, analyzing, and interpreting primary sources, students are asked to create a metaphor comparing the big ideas elicited from the primary source to something else. Students can use these metaphors to connect what they have read and learned to something relevant in their own lives or the world around them. Metaphors should be fully developed and easily understood by others.