1. SQ3R An active study-reading strategy The more active you are, the faster you learn.

2. Step 1 Survey

3. Survey Examples What planning do you do before going on vacation? What planning do you do before going on vacation? What preparation must be done before building a house? What preparation must be done before building a house? What do you do to get ready for a date? What do you do to get ready for a date?

4. Bottom Line In life, we prepare before we do something. In life, we prepare before we do something. You need to prepare to read. You need to prepare to read.

5. How to Survey Read titles and subtitles Read titles and subtitles Read bold-face print, italics Read bold-face print, italics Read questions at end of section/chapter Read questions at end of section/chapter Look for key words Look for key words Skim through introductions and conclusions Skim through introductions and conclusions Look for margin notes Look for margin notes Study graphics, tables and charts Study graphics, tables and charts

6. Purpose of Survey Improves background Improves background The better your background, the better your comprehension. The better your background, the better your comprehension. Improves comprehension Improves comprehension You will remember more You will remember more Maps out reading Maps out reading

7. Step 2 Question

8. How to Question Turn first bold faced subtitle into a question Turn first bold faced subtitle into a question Ask what Ask what Ask who Ask who Ask why Ask why Ask how Ask how

9. Purpose of Questioning Gives reader a reason to read Gives reader a reason to read Forces reader to pay attention Forces reader to pay attention Gives reader a “shopping list” Gives reader a “shopping list”

10. Example of Questioning Heading: Particles in a Solid Heading: Particles in a Solid Think: What might be contained in this paragraph? Think: What might be contained in this paragraph? Question: How are particles in a solid arranged? Question: How are particles in a solid arranged?

11. You Try Questioning Heading: Scale and Size of Atoms Heading: Scale and Size of Atoms Think: ______________________ Think: ______________________ Question: Question:

12. Step 3 Read

13. How to do Step 3: Read Read only one section at a time, looking for the answer to the question Read only one section at a time, looking for the answer to the question Look for answers to questions Look for answers to questions Talk to yourself Talk to yourself Write in margins Write in margins Highlight Highlight Draw graphic organizers Draw graphic organizers

14. Purpose of Reading Read with the purpose of finding the answer to the question Read with the purpose of finding the answer to the question Keep the reader’s mind focused on the text Keep the reader’s mind focused on the text

15. Step 4 Recite

16. How to Recite Stop at the end of the section Stop at the end of the section Recall the question and answer it by: Recall the question and answer it by: Saying the answer aloud Saying the answer aloud Saying the answer silently Saying the answer silently Taking notes Taking notes If the question cannot be answered, re-read- think and try again

17. Purpose of Recite Reciting transfers information from working memory to long term memory Reciting transfers information from working memory to long term memory Think about the reading for 5-7 seconds to transfer info to long term memory Think about the reading for 5-7 seconds to transfer info to long term memory Without reciting, info will be discarded from working memory in 18-20 seconds. Without reciting, info will be discarded from working memory in 18-20 seconds.

18. Step 5 Review

19. How to Review Return to first sub-title and recall question Return to first sub-title and recall question Recall answers Recall answers Summarize all questions/answers Summarize all questions/answers Say it, write it, draw it Say it, write it, draw it

20. Purpose of Review Locks information in long-term memory Locks information in long-term memory The greatest amount of forgetting occurs right after learning. Review slows this process The greatest amount of forgetting occurs right after learning. Review slows this process Get to see all the important info one last time. Get to see all the important info one last time.