SQP2RS
According to Echevarria, Short, and Vogt in 2013, SQP2RS (Squeepers) is an instructional agenda for teaching content using expository texts. Squeepers is used before, during, after reading a text. SQP2RS stands for survey, question, predict, read, respond, and summarize.
Perspectives for a Diverse America suggest implementing this strategy in the following way. First, the teacher is to choose a central text. It is important for the teacher to explain and model all steps before making students responsible for the SQP2RS activities. Next, provide a graphic organizer with all the steps of SQP2RS for students to record their steps (2015). Here are the steps listed in detail and a brief explanation of how to use these in the classroom:
Survey- have the students take 1-2 minutes to examine the new text and screen the concepts they will learn. Prompt students to read the title, notice the text features, and read the first couple paragraphs. After the students have read the first few paragraphs, ask them what key concepts do you think you will learn after reading this text?
Question- disperse students into small groups to work together to come up with questions they anticipate will be answered by the text. Display students’ questions so they are visible for all; mark the most frequently asked questions. Once students begin reading, prompt students to attend to questions by asking them what questions do you have as you read this beginning passage of the text?
Predict- ask the whole class to devise 3-5 predictions about the concepts they will will learn while reading the text. Predictions should be based upon the questions generated in the previous step.
Read- have students read the text independently, with a partner, in a small group, or 1-1 with the teacher. Tell students to search for the answers to their questions and to confirm or change their predictions. Their answers should include evidence from the text. Students can use Post-its to mark the place in the text where their questions or predictions were addressed.
Respond- either independently, with a small group, or a partner students should respond in writing or through discussion, the answers to their questions from step 2. Students should cite their evidence from the text in their discussion and/or writing. Next, the teacher will lead a whole-group discussion of the text’s key concepts. Clarify any misunderstandings or misconceptions.
Summarize- independently, in small groups, or with a partner, the students should summarize the text’s central ideas. Prompt students by saying: in your own words, tell your group or partner the most important ideas or facts from what you just read. Use evidence from the text to support your thinking.
This strategy is particular helpful for ELLs because it allows them to direct their own thinking and learning. ELLs use the various steps to develop vocabulary and rely on background knowledge. To best accommodate ELLs, group them with students who speak the same native language if possible (Perspectives for a Diverse America, 2015).
Perspectives for a Diverse America suggest implementing this strategy in the following way. First, the teacher is to choose a central text. It is important for the teacher to explain and model all steps before making students responsible for the SQP2RS activities. Next, provide a graphic organizer with all the steps of SQP2RS for students to record their steps (2015). Here are the steps listed in detail and a brief explanation of how to use these in the classroom:
Survey- have the students take 1-2 minutes to examine the new text and screen the concepts they will learn. Prompt students to read the title, notice the text features, and read the first couple paragraphs. After the students have read the first few paragraphs, ask them what key concepts do you think you will learn after reading this text?
Question- disperse students into small groups to work together to come up with questions they anticipate will be answered by the text. Display students’ questions so they are visible for all; mark the most frequently asked questions. Once students begin reading, prompt students to attend to questions by asking them what questions do you have as you read this beginning passage of the text?
Predict- ask the whole class to devise 3-5 predictions about the concepts they will will learn while reading the text. Predictions should be based upon the questions generated in the previous step.
Read- have students read the text independently, with a partner, in a small group, or 1-1 with the teacher. Tell students to search for the answers to their questions and to confirm or change their predictions. Their answers should include evidence from the text. Students can use Post-its to mark the place in the text where their questions or predictions were addressed.
Respond- either independently, with a small group, or a partner students should respond in writing or through discussion, the answers to their questions from step 2. Students should cite their evidence from the text in their discussion and/or writing. Next, the teacher will lead a whole-group discussion of the text’s key concepts. Clarify any misunderstandings or misconceptions.
Summarize- independently, in small groups, or with a partner, the students should summarize the text’s central ideas. Prompt students by saying: in your own words, tell your group or partner the most important ideas or facts from what you just read. Use evidence from the text to support your thinking.
This strategy is particular helpful for ELLs because it allows them to direct their own thinking and learning. ELLs use the various steps to develop vocabulary and rely on background knowledge. To best accommodate ELLs, group them with students who speak the same native language if possible (Perspectives for a Diverse America, 2015).
Science- This is an example of a lesson taken from the SIOP book in Chapter 5. This lesson features an expository text about the tropical rainforest in which the teacher uses the SQP2RS model to teach the content in the reading. Before starting the reading, the teacher asked the students to think about and preview the article and look at illustrations, bold print, and charts. Students then went through all the steps of this strategy.
Math- The SQP2RS strategy also works well for math. The steps are the same, but how they work into the lesson is somewhat different. To begin, students will survey the text. Instead of asking questions about the text, instead they will write 1-3 math problems they may be able to solve by the end of the lesson. They will predict 1-3 math skills they might need to use to solve the problem. Next, they read the lesson. After they read, they try to answer the sample questions and conform their predictions about the math skills they predicted earlier. And after they read, they write a 4-sentence summary including the big idea of the lesson and how they can explain how to solve the problem to a classmate who was absent (Echevarria & Short & Vogt, p. 128, 2013).
Social Studies: This strategy can be used with any expository text. For using this strategy for social studies, you would follow the same steps as listed above using a text of your choice. For example, the teacher could use a text about the underground railroad or the civil rights movement.