SQ3R (Survey, Question, Read, Recite, Review)
Level of Expertise: 2
What is the instructional strategy?
SQ3R or also referred to as Survey, Question, Read, Recite, and Review is an instructional reading strategy in which actively engages students throughout each phase of reading texts in either in independent or small groups. First, students are asked to preview or “survey” all text materials which will first help students activate their prior knowledge before reading the text. Second, students are also asked to develop their own predictions and questions about the text based upon what they see from surveying the headings, titles, illustrations, graphic aids, first sentences of major paragraphs, and unknown vocabulary words. This step helps students critically analyze the text and become critical readers for information. Third, students will be encouraged to write down any questions that come to mind during the survey and can even turn subheadings or titles into questions. Fourth, students will actively read the text and search for the answers to their own student generated questions, react to the text, and take note of additional information and questions. Fifth, the students will give a short recall, “reciting” or summarizing the information that was read during the text, recite the answers aloud or in writing and share with the group, and reread to find any unanswered questions or solidify and unclear understandings. Lastly, students will engage in a review of major purpose questions, organize information from the chapter, and summarize what they have learned in some type of graphic organizer or some type of written summary.
Why does the strategy work?
This strategy will enhance my student’s ability to comprehend and write to learn about chapter eight of Give Me Liberty : The Story of the Declaration of Independence
Students are asked to develop their own questions which is a great way to engage students in a text because they are not just looking for what the teacher asks, they have a say in their learning and have a chance to ask questions that they really want to learn more about. When students recite the text, they are internalizing the answers they found in the text, working together to find unanswered questions, and practicing summarizing what they have read. I know that for my own students this strategy works because many of my students fear that they answer questions wrong, and this strategy allows students to work in a safe small group environment and encourages students as a group to recite and review the questions to make sure everyone has found the correct information. Too many times do I see students leave blank answers because they did not want to take a “risk” at answering the question wrongly, this strategy gives students more confidence in their answering because they are encouraged to go back in the text and work together.
How does it work?
First, I determine what I want the students to know and understand from chapters eight of the selected text and design a SQ3R guide for the assigned reading pages. My students should know where the Declaration of Independence was created, when it was created, why it was created, who created it, and the effects that the Declaration of Independence had on the Revolutionary War as well on the newly developing country of the United States.
When I give students the guide, I expect they will follow these steps:
1. Students will write down what they already know about the texts topic of the Declaration of Independence in a small group. Section number one of the comprehension guide asks what I already know I know about Declaration of Independence.
2. In small groups, students will survey chapter eight of the assigned reading and note what they already know based upon the title, look at headings, illustrations, graphs, textboxes, and read the first and last paragraph of the text. A few guided questions will help student’s answer and make note of these features.
3. Based upon what students have surveyed from the text, as a group they will write down as many questions that came to mind during and after the survey that they completed on the text. Students can turn the title, subheadings, and illustrations into questions or make questions up based upon new or confusing vocabulary. Space will be provided on the SQ3R worksheet for students to generate their own questions.
4. Students will then actively read the assigned text and during reading search for answers to the questions that they have developed. Students will also be encouraged to react to anything confusing, shocking, or that they would like to know more about. Students can either read in their groups independently or round robin style.
5. Students will then complete the recite portion of the reading strategy. The group may need to go back into the text to reread for any unanswered questions. Next, students will recall what was read, giving a short summary of the chapter and also read out loud the answers to the questions that were found from the text.
6. Lastly, students will complete the review piece of the SQ3R strategy. Students will address the major purpose questions/main points from the reading and organize this information. Students will summarize the main points of what they have read in either a graphic organizer format or a written summary of the chapter.
What It Looks Like:
Name: ______________________________ Date: _________ Period: ______
Social Studies 7- The Declaration of Independence
Miss. DiPasquale’s Reading SQ3R Worksheet
Directions: In your groups you will read chapter 8 “Declaring Independence: July 4, 1776” on pages 62-69. Follow the steps below and answer the following questions.
1. In the space below write about what you already know about the Declaration of Independence.
SURVEY: With your group take quick overview of the chapter. Read and think about the title, introduction and subtitles. Study any maps, charts, pictures and graphs from the text. Read the first and last paragraph. Think about what you already know about the topic. Try to predict what you will learn and study by reading the chapter.
2. What is the chapter title and what does it mean?
3. What types of illustrations, graphs, and charts are found in the chapter? What do they help us understand?
4. What does the introductory paragraph tell you?
5. What does the last summary paragraph tell you about what the chapter will be about?
6. As a group, make a prediction statement about what you think the chapter will be about.
QUESTION: Develop questions based upon your surveying of the chapter. Consider “Who, What, Where, When, or Why” questions based on the title, images, what you have read so far, new vocabulary, and anything that is unclear or new to you. Use the space below to write at least five well developed questions. * During and after reading, please fill in the answer below the question you have created.
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READ: Read chapter eight of the book. You can read independently or take turns reading in your group. Make sure that everyone gets a chance to read out loud. As you read, look for answers to the questions that you have created and be sure to write the answers to them down. Also please react to anything confusing, shocking, or that they would like to know more about from the reading. You may take notes in the space below.
RECITE: If you still have not found an answer to one of your questions, please go back into the text and reread for unanswered questions. Next, recite the answer to your question – pretend you are explaining the ideas to a friend who had never read it and did not know anything about the topic. Lastly, give a short discussion summary of what you have read.
REVIEW: Summarize the chapter and what you have learned with the two options below. Use the space below.
a. Write a 1 paragraph (at least 6 sentences) summary of the chapter.
b. Create a graphic organizer to summarize the main ideas of the chapter.
Sources:
Billmeyer, R., & Barton, M.L.(1998). Teaching reading in the content areas: If not me than who? Alexandria , VA
Freedman, R. (2000). Give me liberty: The story of the Declaration of Independence. New York , NY : Holiday House.
