SQ3RSQ3RAn active study-reading An active study-reading

strategystrategy

The more active you are, the The more active you are, the faster you learn.faster you learn.

Step 1 SurveyStep 1 Survey

Survey ExamplesSurvey Examples

What does a coach do to get an What does a coach do to get an overview of the opponent?overview of the opponent?

What planning do you do before What planning do you do before going on vacation?going on vacation?

What preparation must be done What preparation must be done before building on a lot?before building on a lot?

Bottom LineBottom Line

In life, we prepare before we do In life, we prepare before we do something.something.

While study reading, you need to While study reading, you need to prepare to read.prepare to read.

How to SurveyHow to Survey

Read titles and subtitlesRead titles and subtitles Read bold-face print, italicsRead bold-face print, italics Read new vocabulary wordsRead new vocabulary words Read introduction/summaryRead introduction/summary Read objectivesRead objectives Study graphicsStudy graphics Read questions at end of Read questions at end of

section/chaptersection/chapter

Purpose of SurveyPurpose of Survey

• Improves backgroundImproves background• The better your background, the better your The better your background, the better your

comprehension.comprehension.

• Improves comprehensionImproves comprehension• You will remember moreYou will remember more

• Maps out readingMaps out reading

Step 2 QuestionStep 2 Question

How to QuestionHow to Question

Turn first bold faced subtitle into a Turn first bold faced subtitle into a questionquestion

Purpose of QuestioningPurpose of Questioning

Gives reader a reason to readGives reader a reason to read

Forces reader to pay attentionForces reader to pay attention

Gives reader a “shopping list” Gives reader a “shopping list”

Example of QuestioningExample of Questioning

Heading: Particles in a SolidHeading: Particles in a Solid

Think: What might be contained in Think: What might be contained in this paragraph?this paragraph?

Question: How are particles in a Question: How are particles in a solid arranged?solid arranged?

You Try QuestioningYou Try Questioning

Heading: Scale and Size of AtomsHeading: Scale and Size of Atoms

Think: ______________________Think: ______________________

Question:Question:

Step 3 ReadStep 3 Read

How to do Step 3: ReadHow to do Step 3: Read

Read only one section at a time, Read only one section at a time, looking for the answer to the questionlooking for the answer to the question

Purpose of ReadingPurpose of Reading

Read with the purpose of finding the Read with the purpose of finding the answer to the questionanswer to the question

Keep the reader’s mind focused on Keep the reader’s mind focused on the textthe text

Step 4 ReciteStep 4 Recite

How to ReciteHow to Recite

Stop at the end of the sectionStop at the end of the section Recall the question and answer it by:Recall the question and answer it by:

Saying the answer aloudSaying the answer aloud Saying the answer silentlySaying the answer silently Discussing with a friendDiscussing with a friend Taking notesTaking notes

If the question cannot be answered, re-If the question cannot be answered, re-readread

Purpose of RecitePurpose of Recite

Reciting transfers information from Reciting transfers information from working memory to long term memoryworking memory to long term memory

Think about the reading for 5-7 seconds Think about the reading for 5-7 seconds to transfer info to long term memoryto transfer info to long term memory

Without reciting, info will be discarded Without reciting, info will be discarded from working memory in 18-20 from working memory in 18-20 seconds.seconds.

Step 5 ReviewStep 5 Review

How to ReviewHow to Review

Return to first sub-title and recall Return to first sub-title and recall questionquestion

Recall answersRecall answers Summarize all questions/answersSummarize all questions/answers Say it, write it, draw itSay it, write it, draw it

Purpose of ReviewPurpose of Review

Locks information in long-term Locks information in long-term memorymemory

The greatest amount of forgetting The greatest amount of forgetting occurs right after learning. Review occurs right after learning. Review slows this processslows this process

Get to see all the important info one Get to see all the important info one last time.last time.

Dense QuestioningDense Questioning

Interaction between reader, text, worldInteraction between reader, text, world Students pose questionsStudents pose questions Students interpret and synthesize ideasStudents interpret and synthesize ideas Students pose relevant questions about Students pose relevant questions about

the readingthe reading Students relate new info to prior Students relate new info to prior

reading/experiencesreading/experiences

Text QuestionText Question

Information found in textInformation found in text Example:Example:

Who is the narrator of the storyWho is the narrator of the story

Reader QuestionReader Question

Reader’s experience, values, Reader’s experience, values, knowledgeknowledge

Example:Example:

Have you ever wanted to run away?Have you ever wanted to run away?

World/Literature QuestionWorld/Literature Question

Knowledge of history, other Knowledge of history, other literature, or other cultureliterature, or other culture

Example:Example: To what other character—in a book or To what other character—in a book or

movie—would you compare the main movie—would you compare the main character?character?

Text/Reader QuestionText/Reader Question

Combines knowledge of text with Combines knowledge of text with knowledge of historyknowledge of history

Example:Example:

What characteristics do you share What characteristics do you share with the main character?with the main character?

Text/Other Literature Text/Other Literature QuestionQuestion

Combines knowledge of text with Combines knowledge of text with knowledge of other pieces of knowledge of other pieces of literatureliterature

Example:Example: How does Holden’s relationship with his How does Holden’s relationship with his

sister compare with Esperanza’s in sister compare with Esperanza’s in The The House on Mango Street?House on Mango Street?

Reader/World QuestionReader/World Question

Combines knowledge of reader’s own Combines knowledge of reader’s own experiences with knowledge of other experiences with knowledge of other cultures and peoplecultures and people

Example:Example: In what ways are teenagers in other In what ways are teenagers in other

countries similar to American teens? countries similar to American teens? How are they different?How are they different?

Reader/Other Literature Reader/Other Literature QuestionQuestion

Combines knowledge of reader’s own Combines knowledge of reader’s own experience with other pieces of experience with other pieces of literatureliterature

Example:Example: In what ways are you similar to or In what ways are you similar to or

different from Holden and Esperanza?different from Holden and Esperanza?

Dense QuestionDense Question

Combines knowledge of all three Combines knowledge of all three areas into one dense questionareas into one dense question

Example:Example: Why does Holden feel alienated and how Why does Holden feel alienated and how

is that related to what many of today’s is that related to what many of today’s teens feel? Include in your answer a teens feel? Include in your answer a discussion of the extent to which you do discussion of the extent to which you do or don’t share these same feelings?or don’t share these same feelings?

Layered CurriculumLayered Curriculum

Purpose: Meet the needs of a wide Purpose: Meet the needs of a wide variety of learners within the variety of learners within the classroomclassroom

Step 1 Layered CurriculumStep 1 Layered Curriculum

Give students a copy of the lesson Give students a copy of the lesson plan and objectivesplan and objectives

Step 2 Layered CurriculumStep 2 Layered Curriculum

Divide the unit into three layersDivide the unit into three layers Bottom Layer “C”Bottom Layer “C”

Variety of basic assignmentsVariety of basic assignments Visual Learners: video, artVisual Learners: video, art Auditory Learners: lecturesAuditory Learners: lectures Traditional: Textbook assignmentsTraditional: Textbook assignments Cross-curriculum involvementCross-curriculum involvement

Include 7-10 options; students choose 5Include 7-10 options; students choose 5

Step 3 Layered CurriculumStep 3 Layered Curriculum

Create second, or “B” Layer Create second, or “B” Layer assignmentsassignments Requires more complex thinkingRequires more complex thinking Design, build, use, apply, problem-solve, Design, build, use, apply, problem-solve,

brain-storm, compare/contrastbrain-storm, compare/contrast Include middle layers of Bloom’s Include middle layers of Bloom’s

taxonomytaxonomy Give students several choicesGive students several choices

Step 4 Layered CurriculumStep 4 Layered Curriculum

Create the final “A” LayerCreate the final “A” Layer Requires most complex Requires most complex

thought/critical thinkingthought/critical thinking Mix research with personal opinionMix research with personal opinion Example: Letter to a legislator, Example: Letter to a legislator,

arguing their position.arguing their position. Create several choicesCreate several choices

Step 5 AssessmentStep 5 Assessment

Students orally present assignments to Students orally present assignments to teacher for evaluationteacher for evaluation

Verify that the learning objectives have Verify that the learning objectives have been met.been met.

““C” grade denotes basic understanding of C” grade denotes basic understanding of conceptsconcepts

““B” grade indicates understanding and B” grade indicates understanding and applicationapplication

““A” grade means mastered content A” grade means mastered content including critical analysisincluding critical analysis