SQ3R Survey, Question, Read, Recite, Review
Level of Expertise 5
What is the strategy?
Students thoroughly examine the text by previewing the titles, headings, summaries, examples, graphs, charts and captions. Students develop a sense of the main idea by making predictions, developing questions, and setting a purpose for reading to answer those questions. Students then use this information to review and remember what they have read (Alvermann, Phelps, & Gillis, 2010; Billmeyer & Barton, 1998).
Why use this strategy?
This strategy helps students find a purpose for reading, interest in the text, and understand the main idea of a reading. By initially previewing only the information surrounding the text, students are can develop an understanding of what the text is about before they begin reading. This increases their ability to understand the textbook passage because they can focus on the main ideas without being overwhelmed by everything around the reading.
Also, I know students have been using this strategy in their Social Studies class and so I want to show students how this type of strategic reading work (before, during and after reading) can be useful in math class as well as their other classes.
Also, I know students have been using this strategy in their Social Studies class and so I want to show students how this type of strategic reading work (before, during and after reading) can be useful in math class as well as their other classes.
How does it work?
1. SURVEY-Students will preview the selected reading (pp. 57-59), paying close attention to the titles, headings, summaries, examples, graphs, charts and captions.
2. QUESTION- I will direct students to turn titles, headings, summaries, examples, graphs, charts, and captions into questions.
3. READ-"Read to find the answers to questions created in step 2."
4. RECITE-Students should know to state in their own words what they have just read without using the text and then make notes in their own words. (I will walk around the room to observe individual student progress and to assist when needed.)
5. REVIEW-Students will use their notes and new understandings from both their reading and reciting to write a review (summary) of the reading and to help them remember what they have read (this will serve as a study guide/review guide for the end of the week quiz).
What It Looks Like:
Name:_________________ Date:__________ Class:__________
Reading Passage: Charles, R.I., Branch-Boyd, J., Illingsworth, M., Mills, D., Reeves, A. & Thompson, D.R. (2004). Mathematics 2, pp. 57-59. Needham, MA: Pearson: Prentice Hall.
Survey | Question | Read | Recite | Review |
Slope and rate of change Slope=Rise Run Tell if slope is negative or positive Changes in graphs | What is slope? How do you determine rate of change? What is rise? What is run? How can you tell if a line is negative? How can you tell if a line is positive? Why do some graphs have a curved line? |
