I am looking for a reading strategies acronym to teach the students when they take a test with reading passages.
Here is my example of one -
U-underline the title and make a prediction
N-name and read each question
W-write the gist for each paragraph
R-remember to use your strategies
A-answer each question
P-prove your answers with paragraph numbers
I am looking to use a different one. I'd like to see as many different ones as possible - so the more the better. THANK YOU so much in advance!
I am thinking of how to apply SQ3R to a reading test. Obviously you can't 'Recite' in the middle of a standardized or other type of test, so I was stuck on that. Also, they say that sometimes reviewing and changing answers is not very successful--best to go with your first answer. Has anyone else seen that mentioned? I liked your idea of remembering to use all those strategies we spent time on to prepare for The Big Test--no, I don't call it that! The kids' level of anxiety is already up there.
This is what I came up with, but obviously if you already use SQ3R for non-test reading, it would be confusing to have another meaning for the letters, so I'd like to keep thinking about it. I think this is terrific and look forward to other ideas.
S-survey the instructions, title, passage, any illustrations
Q-questions--what are they?
R-read the passage the first time to get the big picture
R-re-read and look for specific answers to the questions
R-remember to use your strategies
After re-reading the acronym in your post, I was reminded of Larry Bell's acronyms for Reading and Math tests.
Larry Bellís Reading Strategy-UNRAAVEL
Underline the title
Now predict the passage (in one sentence)
Run through and number the paragraphs
Are you reading the questions?
Are the important words circled? (Write down their meanings.)
Venture through the passage
Eliminate wrong answers in multiple choice.
Let the questions be answered (Write the paragraph number where you found the answers.)
Larry Bellís Math Problem-Solving Strategy-UNRAAVEL
Underline the question
Now predict what you should do to solve the problem
Read the word problem
Are the important words, especially clue words, circled?
Apply the steps you chose to solve the problem
Verify your answer (Is it reasonable? Does it make sense?)
Eliminate wrong answers
Let the answer stay or rework the problem
Some schools in our district use UNWRAP as well, but we use STOP.
S-summarize each paragraph
T-think about the question (underline key words or phrases)
P-pick the best answer
I also teach my students to use STOP after reading...they must "read the passage, read the questions, read the passage". I tell them to read the passage the first time and then the questions "HANDS OFF"...meaning no no highlighting. Just get the idea of what the passage is about, and then get an idea of what the questions are asking you. THEN, they can go back and reread the passage only highlighting what is in the questions and summarize the paragraphs.
That is just 'my thing', I guess! Sorry...I went above what you asked!
I'm glad to see people still teach SQ however-many-Rs. I think that strategy is an oldie but a goodie.
In recent years I have seen that SQandRs has morphed to include a 4th R, with that one being "reflect on what you have learned." Maybe there's a way to make that one work for you so it isn't confusing to the kids.
And I know this one is taking this a bit off on a tangent, but I have a useful acronym to share with anyone who has to prepare kids for writing to a prompt. Thank you, Ralph Fletcher, for this one ... I teach kids to identify the FAT-P when reading a prompt for writing.
F - Format (letter, essay, narrative, etc.)
A - audience (a specific person or group identified; if not, then "teachers" or "adults")
T - topic (what subject is your writing supposed to be about)
P - purpose (mode: expressive, expository, persuasive, etc.)
I actually don't use SQ3R per se anymore (of course we survey, question, read, review, predict, and reflect like crazy, but I don't use the acronym)--I was only trying to come up with an acronym for standardized reading test passages.
Vespergirl--my dept chair is crazy about RAFT (role, audience, format, topic) to use for our state test (AIMS) writing sample, but I like FATP a lot more!! Role didn't seem to apply to the AIMS but Purpose is right on. Plus, I think it is much catchier for the kids to remember. I am already planning to print it across the top of the handout with a puffy P. Thanks
Thank you for your suggestion of using Larry Bell's UNRAAVEL acronyms. I researched him further & he seems to be a highly acclaimed educator! I hope to use these acronyms in my classroom this year! However, the fact that they are both the same gives me a bit of concern that my students may get them confused when doing math or reading.
P - preview text and predict
L - locate and highlight unknown vocabulary
O - organize, number and highlight the numbers of the paragraphs
R - read, reread, and remember (read each paragraph once and create a one sentence summary then read the questions carefully, next reread the passage to locate the sentences for support)
E - evaluate each question carefully and eliminate answer choices
U Underline the title.
N Number the paragraphs.
L Letís predict the passage.
O One at a time-READ the question.
C Circle the important words in the question.
K Keep reading the passage.
I Identify and cross-out the incorrect answers.
T Then select the correct answer and highlight where you found it.
I use "Remember PARIS!"
P - Preview and predict what the passage is about.
A - Ask - Ask questions and look at the questions
R - Read and review the questions
I - Include your own connections and thinking
S - Summarize the passage and check to see if questions were answered.