![]() ![]() They needed the visual to see how effective this Recently I handed them a passage in which they followed the steps inĬlass to compare with a homework assignment they did not use SQ3R, andĬompare their grades. The only problem I have is getting them to do it on their own. Requires them to be active readers and to show their work and thinking. This strategy has helped my student's reading comprehension. Recheck: Students simply make sure ALL questions have been answered and they have highlighted their evidence. Problem number next to the highlighted evidence. Questions by looking back into the text and highlighting the proof orĮvidence that helped them answer each question. To simplify it for my students they write the main idea ofĮach paragraph for informational text and a summary of each paragraph Year's group really needed to chunk information which is why I addedĪnnotations. Students read the passage and make annotations as they read. We have been practicing this with my Reading Comprehension Question Analysis product. I now require my students to write the skill each This is to set a purpose and get them focused on what they are lookingįor as they read. I require my students to read the questions BEFORE reading the passage. Words, number of paragraphs or stanza, etc. ![]() ![]() ![]() Material while looking for illustrations, graphic organizers, bold Students do this step naturally, they simply look over the reading ![]()
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