Survey, Question, Read, Recite, Review
What is SQ3R?
Survey, Question, Read, Recite, Review (SQ3R) is a comprehension strategy that gives students a purpose for reading. SQ3R creates active learners of the readers and giving students a purpose for reading provides focus. Survey, Question, Read, Recite, Review gives students a model they can follow when doing independent reading to increase comprehension. In SQ3R, it is essential the students are given an appropriate level text in any of the content areas for the courses (NMSA, 2010). When teaching the strategy, the teacher must think aloud and model the different stages of the procedure. Procedure: Preparation- Students fill out a graphic organizer or piece of paper separated into 3 sections with headings: headings/subheadings, questions, and notes. Students write the text's headings in the first column, and transform it into a question of what they want to learn. While reading, they will find the answer to their questions and write that in the third column. Survey- Students survey, or 'skim', the text taking note of the headings, pictures, introduction, summary, and questions in the text. Question- Students turn headings into questions in the middle column. Read- Students read the text with any comprehension strategy they choose. Recite- Students give oral summary of the section and write notes in the third column to answer the questions. Review- After all sections are read, students review what they read through the three columns. (Miller & Veatch, 2011) Writing Component & Standard
There is a writing component to this comprehension strategy. Students must write the headings, questions, and their notes to answer the questions in relation to the headings. Students can do this with a partner or individually. Since it is in note format and a strategy for comprehension, it is the teacher's discretion whether students can write in shorthand or if they must write in full sentences. |
How can I use this strategy in a middle school?
This strategy can be used in middle school in various ways across the curriculum. The process is the same for each content areas, but it can be in groups, PALS partnerships, or individually. In groups, students can find work together to find the answers. In this situation, the teacher can decide whether each student must complete the graphic organizer or if one student can be the designated writer. In PALS partnerships, students with lower reading ability will be paired with students with higher reading abilities as tutor and tutee. The students will work together, taking turns reading (see PALS under Fluency Strategies). If students work individually, teachers have the option to use the SQ3R graphic organizer as an assessment. How can SQ3R be differentiated to meet student needs? This comprehension strategy can be differentiated by changing the level of support and guidance. If students are not confident with the strategy, it can be modeled or done as a group. As students become more confident, they may be placed in ability-based or mixed-ability groupings and do it as a peer-assisted activity. The teacher can walk around the room and provide differentiated support to groups or individuals with a greater need. Above: The video above provides an outline of the comprehension strategy in language that is directed to the students. It would be beneficial to show the video to students prior to teaching the strategy or during the year to refresh their memory on the strategy. The speaker provides benefits and tips for using the SQ3R method.
Left: The video to the left shows a teacher using SQ3R in a guided practice format with her students. Students participate and are engaged in the discussion while doing the activity as a group. As a class, the students collaborate with the support of their classroom teacher. The clip shows a practical application of the strategy in a 10th grade classroom, and this strategy can be modified to be used in any grade level. Students volunteer answers and are given the chance to explore on their own as she uses an appropriate wait time. |
CCSS.ELA-LITERACY.WHST.6-8.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
CCSS.ELA-LITERACY.WHST.6-8.2.D
Use precise language and domain-specific vocabulary to inform about or explain the topic.
CCSS.ELA-LITERACY.WHST.6-8.1.B
Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
CCSS.ELA-LITERACY.WHST.6-8.2.D
Use precise language and domain-specific vocabulary to inform about or explain the topic.
CCSS.ELA-LITERACY.WHST.6-8.1.B
Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.