In my teacher prep program there was a lot of work on before reading strategies and during reading strategies. I certainly appreciate all that Beers has to offer in this section of the book (especially the inferences because I don't know I've every been shown a graphic organizer of an inference--page 64), but the chapter on extending meaning and after-reading strategies seems exceptional not only for struggling readers but for the high flyers who may be challenged to remember more details or change the text into another form. Even though these are reading strategies, nearly all of them require writing (some minimal and some extensive).
I've found that when students have to do something with the text (put it in another form, memorize a section, write in response to a character) they take much more ownership and care more about what they do. This is affirmed in Beers when she writes about what after reading strategies could accomplish. She says students will be encouraged to connect what they are reading to other texts or personal experiences. A typical post-reading strategy for me is having a class discussion about teacher posed questions. I think I've had some success with my discussion techniques and I try as hard as I can to move to relevancy and authenticity for my students. I want to try scales, SWBS (p 144), retellings, reformulations, It Says--I Say, and Most Important Word in my classroom. My plan is to use these as discussion starters because they all sound more interesting than the questions that I usually come up with. I've often culminated a novel unit with a thematic discussion, but now I want to try these strategies.