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Textbook Reading:SQ3R

Mary BarrettMayo High School

1420 SE 11th AvenueRochester, MN 55904

[email protected]

CARS* Lesson Plan*Content Area Reading Strategies

INTRODUCTIONGood lesson design focuses instruction at three points: before students read, while they read, and after they read. Click here to see a pyramid overview of the strategies to use at each stage.

Part of this design is scaffolding instruction to guarantee that all students have a chance to learn. You are the expert in your content area, so you are best qualified to help students get the most out of your class. With the huge span of heterogeneity in our classes, we need to adjust our lesson to make it accessible to our slowest learners and to build in challenges for our most able readers. Click here for a graphic organizer that shows how to scaffold or differentiate instruction.

Part 1: Before Students ReadBefore the students ever start to read, teachers can make a huge difference in potential comprehension. In fact, the more teachers front-end load instruction, the greater the chance that students will comprehend while reading on their own. If you click on each hyperlink, you will access materials that will help you to make plans to incorporate strategies into your lesson plans.

What to Do 1. Access Prior Knowledge 2. Establish Purpose 3. Pre-teach Vocabulary

Vocabulary Strategies:o Word Diary Charto Context Clueso Vocabulary Frameso Word Wallso Word Jarso Slang Dictionarieso Prefixes, Roots, and Suffixes

4. Determine Rate 5. Ask Questions

Textbook Reading – SQ3R 2Mary Barrett These materials may be duplicated for nonprofit, educational use.

Part 2: WHILE STUDENTS READThe most important aspect of this section is to make sure that students are ACTIVELY ENGAGED in the text. If students are doing something as they read, they are much more likely to comprehend rather than simply push their eyes across the words. One of the easiest ways to keep kids focused is to have them take notes as they read; then hold them accountable for their notes.

What to do: 1. Take Notes

o Cornell 2 Columno HUGo Graphic Organizerso Map

Here are three sources are excellent places to look for graphic organizers. The first is from ASCD (Teaching Reading in the Content Area – If not me than who?) and has books of graphic organizers that are specific to science, social studies, and math. A second is a book by Doug Buehl called Classroom Strategies for Interactive Learning. A third readily available source is from Scholastic Graphic Organizers for Differentiated Instruction in Reading . Scholastic also publishes The Big Book of Reproducible Graphic Organizers.

2. Determine Pattern of Organization All text should be well organized (or your job is extra hard as a teacher). Your first question should be whether the text is informative or persuasive. Textbooks tend to be informative; history books are often organized in chronological order while science books are often organized topically. If you are supplementing your text with current articles, you may choose articles that are persuasive.

Here is a diagram that shows the most common text patterns:Informative Persuasive

o Compare Contrasto Cause/Effect

(1C/ME; 1E/MC; MC/ME; Chain Link)o Topicalo Chronological (time or process)o Technical

o Problem/solutiono Opinion/Reasono Thesis/Proof

Analyzing how text is organized is a crucial metacognitive skill, and students in middle school can learn to “unpack” the informative patterns. Persuasive patterns are better saved for the high school.


3. Have students work togetherCooperative learning works well IF IT IS CAREFULLY PLANNED. Deciding on the spur of the moment that you’re going to have students work in groups does not constitute cooperative learning. For more on this, see Johnson and Johnson Cooperation in the Classroom ISBN 0939603047.

Part 3: AFTER STUDENTS READDid students really understand what they read? Did they understand it well enough to work with the ideas in a new form, for example, by writing a summary? One of the key instructional goals should be for teachers to help students extend and clarify their understanding of the text after reading.

This can be done in two ways: by summarizing the ideas and by critically evaluating the text.

If all we, as teachers, do is regurgitate the text students should have read on their own, we simply reinforce the idea that they don’t need to read the text on their own.

What to do: 1. Write to show comprehension2. Write Summaries3. Framed Paragraph4. Discuss the Text5. Critically Evaluate Text

SQ3R is an excellent place to begin your lesson planning because it incorporates all three aspects of lesson design: previewing before you read, staying active while you read, and reviewing concepts after you finish reading.


SQ3R - Reading Efficiently

S = Survey/Skim Preview the entire assigned reading. (Skimming Rate)

o Think about the chapter title; access prior knowledge.o Carefully read the introduction to the chapter.o Read the bold-faced headings. o Skim the whole chapter, especially the first sentences of each

paragraph, illustrations, graphics, etc.o Carefully read the summary at the end of the chapter.

Q – Question Ask a question about each bold-faced heading.

Ex: CAUSES OF THE DEPRESSIONWhat caused the depression? How many causes are there?

Improve comprehension by 50% by focusing on finding the answer. Make predictions about what information the section will contain.

R = Read Read slowly and carefully IF your purpose is complete understanding

AND the material is unfamiliar. (Study Rate) Read more quickly IF your purpose is to find the main idea OR you

are already familiar with the topic. (Average Rate) Be on the lookout for the answers to the questions you asked. Read critically; in other words, don't accept everything at face value.

R = Recite Answer the questions as you read.

o Use the SKRAWL notes format.o Create RAPT, HUG, Map, or a Graphic Organizer notes.

Participate in a discussion.

R = Review Summarize in your own words as soon as you finish reading. Review on a regular basis (next day, next week, next month). Test yourself by studying aloud with a partner.


Step 1 – Survey

SURVEY the entire chaptero titleo graphicso introductory ¶so concluding ¶s or summaryo questions at end of chapter

What’s the Big Idea?Make predictions about the content of the chapter: What is the big idea? Write your summary of the chapter’s Big Idea below.


Step 2 - Asking Questions

As you read, it is important you ask the right kinds of questions. You’ll ask different questions at each stage of the reading process (as noted).

Types of Questions:1. Premise After you have preview the section.

First ask, “What’s this section about?” That will give you the topic. Now ask, “What is the author’s premise about this topic?” In other words, what is the author’s point.

2. Key questions As you read each section.

What does the author want you to understand about this section of the chapter? In other words, what are the main points, key subtopics, and details you need to remember?

3 Clarifying questions As you read each section.

Does this make sense? Can I see how the details elaborate on the subtopics? Is there a pattern to the way information is organized that will help me understand and remember?

4. Contradictory questions If you encounter an opposing viewpoint

Does everyone agree on this position, or have you found examples of opposing viewpoints. Global warming is a good example. While most scientists believe global warming is a real problem caused by human pollution, a small number of scientists believe the current warming trend is part of a normal cycle in the climate of the Earth.


Overpopulation Example

1. Premise Questions:1. Does overpopulation affect every country?2. What causes overpopulation?3. If a country is overpopulated, how does that affect the

economy, education, housing?4. How can countries prevent or deal with overpopulation?

2. Key Questions:*These are questions you’d ask and answer as you read. These are the sorts of questions/answers that you’d put in your notes.

How do experts define overpopulation?What do different experts say is the cause?

tradition lack of education and access to birth control need for inexpensive labor force

What are the effects? poor health care; high infant death rate poverty lack of education, especially for girls very young people in work force lack of good quality housing no resources to spend on upgrading things such as sewers,

water, roads, etc.

How do countries that are overpopulated deal with change? public information campaign China’s law – one child policy access to education and birth control


3. Clarifying Questions*You would ask these questions after you had finished your initial reading.

Do I have clear understanding of the topic as a whole?

Can I put the details in hierarchical order, from premise to subtopic to details? What kind of details are included?

FactsIncidentsReasonsExamples/EvidenceStatistics

If someone had never studied this topic before, how would I summarize it for him or her?

4. Contradictory QuestionsYou would ask these questions only if you were reading about a topic that was controversial.

What is the majority viewpoint? What evidence do these experts include in this chapter? Is the evidence the author includes credible?

What is the minority viewpoint? What evidence do the experts in the minority include in their argument? Is the evidence the author includes credible?


Step 3 – Read Active ReadingGood readers are active as they read. This means that good readers do the following things:

Making connections between prior knowledge and the textReaders pay more attention when they relate to the text. Readers naturally bring their prior knowledge and experience to reading, but they comprehend better when they think about the connections they make between the text, their lives, and the larger world.

Asking QuestionsQuestioning is the strategy that keeps readers engaged. When readers ask questions, they clarify understanding and forge ahead to make meaning. Asking questions is at the heart of thoughtful reading.

VisualizingActive readers create visual images in their minds based on the words they read in text. The pictures they create enhance understanding.

Drawing inferencesInferring is at the intersection of taking what is known, garnering clues from the text, and thinking ahead to make a judgment, discern a theme, or speculate about what is to come.

Determining important ideasThoughtful readers grasp essential ideas and important information when reading. Readers must differentiate between less important ideas and key ideas that are central to the meaning of text.

Synthesizing informationSynthesizing involves combining new information with existing knowledge to form an original idea or interpretation. Reviewing, sorting and sifting important information can lead to new insights that change the way readers think.

Repairing understandingIf confusion disrupts meaning, readers need to stop and clarify their understanding. Readers may use a variety of strategies to "fix up" comprehension when meaning go awry.

from Strategies That Work by Stephanie Harvey and Anne Goudvis (10-12)


Reading Expository Text

Expository text is nonfiction text, and that makes it a different – and often more difficult – type of reading. When you read narrative, or fiction, text, you know what to expect because you know STORY GRAMMAR. In other words, you know to expect characters and setting, a complication in the plot followed by a climax and resolution. You have learned how to recognize tone and themes and other fiction-related concepts.

But expository text is different. Generally, expository text is divided into two categories: informative and persuasive. Within each category you will find different sorts of organization. Look at the table below:

Informative Patterns Persuasive PatternsCause/Effect

1 cause/multiple effects 1 effect/multiple causes chain-link cause effect multiple causes/multiple effects

Problem/Solution (current events) problem effect(s) cause solution

Compare/Contrast similarities differences

Thesis/Proof (science, business) thesis background (definitions, research studies) proof (or evidence) implication

Chronological organized by time, sequentially organized by steps in a process

Opinion/Reason (editorials) opinion background (why author has this opinion) reason recommendation

Topical main idea subtopics detail

Technical contains jargon (specialized language) illustrations (charts, graphs, diagrams) step-by-step how-to not usually read from start to finish

As you begin to read expository text, your first question should be, “Is the author’s purpose to inform or to persuade?” Once you have determined the author’s purpose, you can begin to examine the way the text is organized and to assign it to a pattern of organization. Why should you bother? If you can predict how text is organized, you will read more quickly and with better comprehension. You will also find it easier to recall the information in a logical sequence after you finish. That becomes especially important when what you are reading is a test passage on a test such as the ACT or SAT or ASVAB.


Step 4 - ReciteGenerally, we recite in one of two ways: in writing or orally. For written responses, we need to focus on note taking. For oral responses we need to focus on graded discussions and seminar.

Note Taking1. 2 column or Cornell Style2. HUG3. Graphic Organizers4. Mapping

2-Column NotesIn two column notes, you want to use the left column as a table of contents to outline the key concepts. On the right hand side, you want to write the main ideas and details. Often we refer to details as FIRES: Facts

IncidentsReasonsExamples/EvidenceStatistics

You want your notes to be useful and reflect your thinking. If you keep the mnemonic SKRAWL2 in mind, you can remember how good notes look. Using SKRAWL2 is especially important in two column notes. On the next couple of pages, you will see how 2 column notes look.

HUGHUG stands for highlight, underline, and gloss (get it in your own words). You can HUG when you are allowed to write directly on the text you are reading.

Graphic OrganizersGenerally teachers create graphic organizers so that the information that you are reading fits into specific parts of the organizer. For example, if you are reading information that contains similarities and differences, you may use a compare/contrast graphic organizer. This packet includes graphic organizers for topical, compare/contrast, and sequentially organized text.

MapWhen you map information,. you want to identify the topic, the main subpoints, and the details. The topic becomes the “body” of the map; the subpoints become the “legs,” and the details become the “feet” and “toes.” A map looks like this:


legfoot

toe

Taking “Smart” Notes

R = Read the paragraph/Listen to the lecture.

A = Ask questions as you read

• What's it about? (Topic/Table of Contents)

• What is the author/lecturer saying about the topic? (MI/FIRES)

P = Put it in your own words using SKRAWL2

T = Test yourself

SKRAWL2

Subordinate ideas. Move to the right to

show less important ideas. Move to the left to show

more important ideas.

Key words only Not sentences Not ¶’s

Record what’s important 86% of time Main Idea is in 1st

sentence Copy everything from the

board or OH Listen for repetition and cue

words

Abbreviate Drop vowels (tchr, rdg, dvpt) Use 1st few letters (gov, info,

gen’l) Create a mnemonic (NATO,

UN, RAPT) Use a symbol ( # ¶)

Write legibly Study later For self & others

Leave white space Chunk ideas Add more later

Label your notes Teacher/Date/Page Topic/Chapter

HUG: Marking Your Text

H = Highlight main ideas• maximum 20% of text• 8 lines on avg. pg..• key concepts only• worth re-reading

U = Underline details• key words• steps in a process• definitions• names/dates

G = Gloss: get it in your own words• org. or pattern of text• summarize text in margin• notes• number steps• create charts of complex inf.• i. d. location of ideas• imp. idea

RAPT Notes Sheet Name:

Subject: DATE: Page: R = Read the paragraph/Listen to the lecture.A = Ask questions.

• What's it about? (Topic/Table of Contents)• What is the author/lecturer saying about the topic? (MI/FIRES)

P = Put it in your own words using SKRAWL2

T = Test yourselfTOPIC/Table of Contents(What's it about?)

MI/FIRES (Facts, Incidents, Reasons, Examples/Evidence, Statistics)(What is the author/lecturer saying about the topic?)


Subject: Date: Page: TOPIC/Table of Contents(What's it about?)

MI/FIRES (Facts, Incidents, Reasons, Examples/Evidence, Statistics)(What is the author/lecturer saying about the topic?)


Topical Paragraph Note Taking Grid

Title:

Name: Date: Hour:

Topic:

Main Idea

Details to support Main Idea

Main Idea


Main Idea


Main Idea


Compare/Contrast Graphic Organizer

NAME: Date: Hour:

Topic A Topic BSimilarities

DifferencesWith Regards To ⇓

Sequence Chart

Title: Author:

Name: Date: Hour:


GRADED DISCUSSIONHere is a technique which will encourage class discussion and cut down on your paper load.

PROCESS1. Tell the students the handout which they are receiving or notes they take will be the subject of a

graded discussion. This means that the information will be discussed in class, and they will receive points based on the following criteria. Students who are shy or absent may turn in their study guides for the teacher’s perusal after the discussion has been completed and receive a grade for their written work.

1 point OFFERED A COMMENT which answers the question (C)1 point ELABORATED on someone else's answer (E)1 point ASKED A QUESTION about the item being discussed (Q)

TEACHER NOTES:1. I always ask students to hold up their study guides or notes, and I stand at the head of each row

and ask the kids to page through their worksheets while holding them up in the air. I make note in my gradebook of anyone whose study guide or note book is obviously empty. Then I have students put their desks in a circle.

2. I encourage students to fill in additional information as they hear it during the discussion. When the discussion is over, each student should have perfect notes.

3. If a student mentions a particularly important point, I reinforce it by saying "That is great! Everyone should have that in their notes." If all students miss a particularly important point, I say, "You need to add this information to your notes. It is really important" and then give them the information.

4. Basically, I STAY OUT OF THE DISCUSSION. I call the next question and make the two comments given above, but I do not lead or participate in the discussion. As I see check marks building (and not building), I may call on a student and say, "John, let's hear what you have to say on this. You haven't participated today."

GRADINGIf you have a computerized grade program that prints a roster (a list of student names with room for marks), grading is easy. Simply write the date at the top of a column, note the topic of the discussion, and make check marks for each comment. You can also use C for comment, Q for question, and E for elaboration, depending on how much room you have. One teacher I know uses her seating chart to record participation. Some teachers give students 3 chits to allow them three responses; when the chits are gone, students must remain quiet until all students have participated.

How you allocate points depends on your grading structure, but most of us do not want to give huge numbers of points for insignificant comments or tasks. I tend to take an average of class participation or set a maximum number of points a given student can earn. You can also make each X number of responses equal X number of points or grade.

Here is an example of a graded discussion roster:Student: Chap. 4: Great Gatsby

3/2/04Chap. 5: Great Gatsby 3/5/04

Chap. 6: Great Gatsby3/6/04

Barrett, Mary C Q E C Q E E C √ √ √ √ √Smith, Jan Q Q E C C C C C √ √ √ √ Trolander, John E C C Ab √Willaby, Amy Q E E Q C C Q Q C E E √ √ √ √ √


Step 5 – ReviewReviewing is especially important, psychologists and brain researchers have found. We only remember information for from 5 minutes to 24 hours – unless we deliberately move the information from short-term memory into long-term memory. Here is an example of the curve of forgetting:

Most of our forgetting occurs within the first 24 hours, so it is important that we study or think about new information within that first 24 hours. The concept of time-spaced review means reviewing something on a regular basis, even if the review lasts only a few minutes. Here is an example of what time-spaced review looks like:

24 Hour 1 Week 1 Month30 Min 15 Min 10 Min

Learn Review Review Review

As you can see, each time you review, you forget less. And each time you review, it takes less time for you to remember all that you need to.

ReviewWith 2-column notes, you want to cover up the right hand side of the notes (the main ideas and details) and turn the key words on the left side into questions. This is an excellent study strategy with a partner since you can take turns asking and answering the questions. Mark anything that you don’t know well to study later.


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