Survey strategy and guide
What is it?
* The survey strategy allows students to focus in on the key parts of the text before reading that are critical to help students better understand what they're reading.
* "Involving reviewing such features as the text type, main idea, headings, and subheadings, key vocabulary, significant diagrams, pictures, and maps of the section" (Miller, 2011, p.60).
* Examples of the Survey Strategy and Guide:
* "Involving reviewing such features as the text type, main idea, headings, and subheadings, key vocabulary, significant diagrams, pictures, and maps of the section" (Miller, 2011, p.60).
* Examples of the Survey Strategy and Guide:
how to use the survey strategy and guide in the classroom:
1) Select an appropriate text for the students with the necessary content.
2) Think aloud while showing and discussing significant features of the text including, pages in the selection, heading of the section, main idea, opening paragraph, subheadings within the sections, pictures, maps, diagrams, captions, vocabulary, conclusion paragraph, and expectations of questions or tasks to be completed after reading.
3) Encourage students to think aloud throughout the process.
4) Allow students to work with partners or small groups to discuss these survey guides.
5) Have students use this survey strategy when they are given new sections to read.
2) Think aloud while showing and discussing significant features of the text including, pages in the selection, heading of the section, main idea, opening paragraph, subheadings within the sections, pictures, maps, diagrams, captions, vocabulary, conclusion paragraph, and expectations of questions or tasks to be completed after reading.
3) Encourage students to think aloud throughout the process.
4) Allow students to work with partners or small groups to discuss these survey guides.
5) Have students use this survey strategy when they are given new sections to read.
How this strategy benefits student learning:
* "The purpose of the Survey Strategy is to help students build background knowledge about the actual text they will be reading" (Miller, 2011, p.60).
* "Without this step, students do not know where they are headed, or what to expect in the reading" (Miller, 2011, p.60).
* "Students interact with the teacher as she/he thinks aloud while modeling the Survey Strategy" (Miller, 2011, p.60).
* "Without this step, students do not know where they are headed, or what to expect in the reading" (Miller, 2011, p.60).
* "Students interact with the teacher as she/he thinks aloud while modeling the Survey Strategy" (Miller, 2011, p.60).
Using this strategy with writing:
* Students can take the information they've gathered through the survey strategy and combine it with their prior knowledge to write about what they think the text is going to be about, making predictions backed up by evidence.
-Supporting Common Core State Standard in Writing Grades 6-8: CCSS.ELA-Literacy.WHST.6-8.2.a: Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
-Supporting Common Core State Standard in Writing Grades 6-8: CCSS.ELA-Literacy.WHST.6-8.2.a: Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
supporting videos:
* The video below shows how a teacher surveyed the text before reading in order to develop a book introduction that she could read to the class. She models how to analyze the front and back of the text, as well as the content inside of the text through a think aloud.
* The video below highlights what it means to preview the text in all areas, as well as provides an example of previewing an online text.
Research says....
* "As studies show, previewing the text leads to increased reading performance by students" (Miller, 2011, p.60).
* "Surveying a chapter should take no more than 1 to 2 minutes and is best done before reading begins. Surveying prepares the mind to recieve information and makes reading easier and faster" (Worcester, ND, para.1).
Sources:
Miller, M., & Veatch, N. (2011). Literacy in Context: Choosing Instructional Strategies to Teach Reading in Content Areas for Students in Grades 5-12. Boston, MA: Pearson Education Inc.
Worcester Polytechnic Institute. (ND). How to Survey a Chapter. WPI Academic Resources. Retrieved from http://www.wpi.edu/Images/CMS/ARC/How_To_Survey_a_Chapter.pdf.
* "Surveying a chapter should take no more than 1 to 2 minutes and is best done before reading begins. Surveying prepares the mind to recieve information and makes reading easier and faster" (Worcester, ND, para.1).
Sources:
Miller, M., & Veatch, N. (2011). Literacy in Context: Choosing Instructional Strategies to Teach Reading in Content Areas for Students in Grades 5-12. Boston, MA: Pearson Education Inc.
Worcester Polytechnic Institute. (ND). How to Survey a Chapter. WPI Academic Resources. Retrieved from http://www.wpi.edu/Images/CMS/ARC/How_To_Survey_a_Chapter.pdf.