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

2. Step 1 Survey

3. Survey Examples What does a coach do to get an overview of the opponent? What does a coach do to get an overview of the opponent? 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 on a lot? What preparation must be done before building on a lot?

4. Bottom Line In life, we prepare before we do something. In life, we prepare before we do something. While study reading, you need to prepare to read. While study reading, 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 new vocabulary words Read new vocabulary words Read introduction/summary Read introduction/summary Read objectives Read objectives Study graphics Study graphics Read questions at end of section/chapter Read questions at end of section/chapter

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

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

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 Discussing with a friend Discussing with a friend Taking notes Taking notes If the question cannot be answered, re-read

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.

21. Dense Questioning Interaction between reader, text, world Interaction between reader, text, world Students pose questions Students pose questions Students interpret and synthesize ideas Students interpret and synthesize ideas Students pose relevant questions about the reading Students pose relevant questions about the reading Students relate new info to prior reading/experiences Students relate new info to prior reading/experiences

22. Text Question Information found in text Information found in text Example: Example: Who is the narrator of the story Who is the narrator of the story

23. Reader Question Reader’s experience, values, knowledge Reader’s experience, values, knowledge Example: Example: Have you ever wanted to run away?

24. World/Literature Question Knowledge of history, other literature, or other culture Knowledge of history, other literature, or other culture Example: Example: To what other character—in a book or movie—would you compare the main character? To what other character—in a book or movie—would you compare the main character?

25. Text/Reader Question Combines knowledge of text with knowledge of history Combines knowledge of text with knowledge of history Example: Example: What characteristics do you share with the main character?

26. Text/Other Literature Question Combines knowledge of text with knowledge of other pieces of literature Combines knowledge of text with knowledge of other pieces of literature Example: Example: How does Holden’s relationship with his sister compare with Esperanza’s in The House on Mango Street? How does Holden’s relationship with his sister compare with Esperanza’s in The House on Mango Street?

27. Reader/World Question Combines knowledge of reader’s own experiences with knowledge of other cultures and people Combines knowledge of reader’s own experiences with knowledge of other cultures and people Example: Example: In what ways are teenagers in other countries similar to American teens? How are they different? In what ways are teenagers in other countries similar to American teens? How are they different?

28. Reader/Other Literature Question Combines knowledge of reader’s own experience with other pieces of literature Combines knowledge of reader’s own experience with other pieces of literature Example: Example: In what ways are you similar to or different from Holden and Esperanza? In what ways are you similar to or different from Holden and Esperanza?

29. Dense Question Combines knowledge of all three areas into one dense question Combines knowledge of all three areas into one dense question Example: Example: Why does Holden feel alienated and how is that related to what many of today’s teens feel? Include in your answer a discussion of the extent to which you do or don’t share these same feelings? Why does Holden feel alienated and how is that related to what many of today’s teens feel? Include in your answer a discussion of the extent to which you do or don’t share these same feelings?

30. Layered Curriculum Purpose: Meet the needs of a wide variety of learners within the classroom Purpose: Meet the needs of a wide variety of learners within the classroom

31. Step 1 Layered Curriculum Give students a copy of the lesson plan and objectives Give students a copy of the lesson plan and objectives

32. Step 2 Layered Curriculum Divide the unit into three layers Divide the unit into three layers Bottom Layer “C” Bottom Layer “C” Variety of basic assignments Variety of basic assignments Visual Learners: video, art Visual Learners: video, art Auditory Learners: lectures Auditory Learners: lectures Traditional: Textbook assignments Traditional: Textbook assignments Cross-curriculum involvement Cross-curriculum involvement Include 7-10 options; students choose 5

33. Step 3 Layered Curriculum Create second, or “B” Layer assignments Create second, or “B” Layer assignments Requires more complex thinking Requires more complex thinking Design, build, use, apply, problem-solve, brain-storm, compare/contrast Design, build, use, apply, problem-solve, brain-storm, compare/contrast Include middle layers of Bloom’s taxonomy Include middle layers of Bloom’s taxonomy Give students several choices Give students several choices

34. Step 4 Layered Curriculum Create the final “A” Layer Create the final “A” Layer Requires most complex thought/critical thinking Requires most complex thought/critical thinking Mix research with personal opinion Mix research with personal opinion Example: Letter to a legislator, arguing their position. Example: Letter to a legislator, arguing their position. Create several choices Create several choices

35. Step 5 Assessment Students orally present assignments to teacher for evaluation Students orally present assignments to teacher for evaluation Verify that the learning objectives have been met. Verify that the learning objectives have been met. “C” grade denotes basic understanding of concepts “C” grade denotes basic understanding of concepts “B” grade indicates understanding and application “B” grade indicates understanding and application “A” grade means mastered content including critical analysis “A” grade means mastered content including critical analysis