Strategy #5
SQ3R Level of Expertise 4
What is the instructional strategy?
SQ3R instructs students to first survey a text, then question the text, and finally read, recite, and review the main concepts discussed in the passage. This strategy helps to keep students engaged throughout all three stages of reading: before, during, and after. By surveying the text, students are able to predict what the passage will be about. Questioning allows students to further explore the potential contents of the text. While students read, they are expected to be searching for the answers to their questions. After reading, students are expected to recall what was read and to summarize the information contained in the passage (Billmeyer & Barton, 1998).
Why does this strategy work?
This strategy allows students to engage with the text at every stage of reading (before, during, and after). Through this strategy, students are encouraged to interact with the text prior to reading, and are led to read actively in order to gather the necessary information to complete the recite and review portions of the strategy. This strategy requires students to take time to survey (or preview) the text before reading, so that they have a better understanding of what the text will be about and of what to expect while reading. This strategy also encourages students to read actively and to engage with the text in order to complete the after reading parts of the strategy. This strategy works with my students, since it allows students to fully interact with the text. By completing this strategy, my students will be encouraged to notice key features of the text. As they notice the headings and begin to ask questions of the text, my students will formulate more questions and ideas about persuasive writing and they will continue to refine their knowledge of this topic. SQ3R allows my students to interact with the text before, during, and after reading, so as to allow them to better grasp the concepts discussed in this passage.
How does it work?
1) First, I will introduce the strategy and explain each of the components of this strategy.
2) Next, my students will receive a handout outlining the steps in SQ3R which also contains space for students to write their responses as they complete each component.
3) To begin, students survey or preview the text. They focus on headings, subheadings, and illustrations. In this case, they will be using pp. 115-123 in Writers Inc (Sebranek, Kemper, & Meyer, 2001).
2) Next, my students will receive a handout outlining the steps in SQ3R which also contains space for students to write their responses as they complete each component.
3) To begin, students survey or preview the text. They focus on headings, subheadings, and illustrations. In this case, they will be using pp. 115-123 in Writers Inc (Sebranek, Kemper, & Meyer, 2001).
4) Students then question the text. They turn headings and subheadings into questions and come up with some questions of their own, based on their prior knowledge and understanding.
5) Students read the text, actively searching for answers to their questions.
6) Students look away from the passage and recite, or recall, what was read.
7) Students then review the material by summarizing the information contained in the passage.
Sources Referenced: Billmeyer & Barton, 1998; Sebranek, Kemper, & Meyer, 2001
What it looks like:
Name_________________________________________________
Directions: Please complete this guide as you read pp. 115-123 in Writer’s Inc.
1) Survey
· Look at the title. What do you know about persuasive essays? What do you want to know?
I know that these essays often argue for a specific point of view or opinion. I want to know how to write better persuasive essays.
I know that these essays often argue for a specific point of view or opinion. I want to know how to write better persuasive essays.
· Skim through the text. Look at the bolded headings.
· Look at any images and graphic organizers.
· Read the first paragraph on p. 115.
· Look over the assessment rubric on the last page (p. 123).
2) Question
· Turn the title into a question. This is your purpose for reading the chapter. Write
the question here:
How do we write persuasive essays?
How do we write persuasive essays?
· Write down any questions that you think of as you survey the text. Write them here:
How do I organize a persuasive essay?
How can a graphic organizer help me to write my persuasive essay?
What types of supporting details should I use when writing a persuasive essay?
· Turn headings into questions. Write one of these questions here:
What is the purpose of thinking through an argument?
What is the purpose of thinking through an argument?
· Write down any unfamiliar vocabulary and determine the meaning.
concession: something yielded in an argument, such as a right, priviledge, fact, or point
3) Read actively.
· Search for answers to your questions.
· Use context clues to determine meanings of unfamiliar words.
· Generate additional questions as you encounter passages that are confusing or unclear to you.
4) Recite.
· Look away from this paper and from your book to recall what you read.
· Recite answers to your questions by writing them in the space provided.
Begin with an opinion statement and then include the main supporting points to defend your opinion.
Graphic organizers can be used to help frame the argument. They can help to structure the persuasive essay by organizing the main points and supporting details.
Some types of supporting evidence to include in a persuasive essay are: statistics, predictions, observation, expert testimony, comparison, evidence, and analysis.
Begin with an opinion statement and then include the main supporting points to defend your opinion.
Graphic organizers can be used to help frame the argument. They can help to structure the persuasive essay by organizing the main points and supporting details.
Some types of supporting evidence to include in a persuasive essay are: statistics, predictions, observation, expert testimony, comparison, evidence, and analysis.
· Reread text to clarify any unanswered questions.
5) Review.
· Answer the major purpose question. Write your answer here:
First, choose a subject. Then, form an opinion statement based on the subject. Next, organize the supporting points for the essay. You can create a graphic organizer to help aid this process. Be sure that the supporting statements are strong and offer convincing evidence of your main point. After writing the essay, be sure to revise, edit, and proofread for errors.
First, choose a subject. Then, form an opinion statement based on the subject. Next, organize the supporting points for the essay. You can create a graphic organizer to help aid this process. Be sure that the supporting statements are strong and offer convincing evidence of your main point. After writing the essay, be sure to revise, edit, and proofread for errors.
· Look over your answers on this worksheet and all parts of the chapter to organize the new information that you learned.
· Summarize the information that you learned by creating a graphic organizer of main ideas, by writing a summary, or by writing an explanation of how this material can be applied to your life. Use the space below (and on the back of this worksheet) for your graphic organizer or written response.
