ReQuest (extra pg 1)

This is a useful questioning technique designed to assist students in formulating questions and answers based on a text passage.  Student partners read a passage together, then write two to three questions and answers to quiz one another.  This procedure builds prior knowledge and vocabulary through discussions.  The teacher chooses a passage of text, then designates short segments within the passage.  When ReQuest is introduced, it is advisable to conduct the first round so that the teacher is the one to answer questions generated by the students.  The student/questioners have their books open and check the teacher’s answers against the text.  Once this phase is complete, the roles are reversed.  After reading the next segment of text, the teacher becomes the questioner while the students answer.  Once students are familiar with ReQuest, the sequence can be used in small groups to support their understanding of the text.

Post-it Notes (extra pg 3)

Identify new vocabulary words, write and answer text dependent questions, find key words or phrases, details, facts, dates, sequencing, etc.

ReQuest Strategy (partner strategy) (extra pg 3)

Questioner Task

1. Read silently.
2. Reread and write questions. Try and use your own words, not exact phrases from the passage.  The questions must be the type that can be answered using the text, not any other information.
3. Keep your book/article open while you ask your question. Listen to the answer, then check to see if it is accurate. If it is not, ask another question to help the person arrive at the correct answer.
4. When finished, change roles. Repeat 2-3 times.

Respondent Task

1. Read silently.
2. Reread and think of questions you might be asked.
3. Close your book and answer each question you are asked in complete sentences. You can ask the questioner to rephrase or clarify a question you do not understand. 
4. When finished, change roles. Repeat 2-3 times. 

Text Coding (extra pg 3)

Text coding is a strategy used to help students keep track of thinking while they are reading.  Students use a simple coding system to mark the text and record what they are thinking either in the margins or on post-it notes. Following are options for students to use while coding text.

	I knew this!
?	I am confused
!	This is exciting!
*	This is important
∞	This reminds me of something else

Summary of Strategies (extra pg 3)

 to Close Close Reading (After)

Quick Write:  response journal, sentence stems (“One thing I learned about _______ is…”), write a summary, answer specific questions, make illustrations, create diagrams, etc.

Exit Ticket: Have students hand you a post-it where they have annotated they have an understanding of the lesson.  This can be a text-dependent question they wrote with the answer, a new vocabulary word with the definition, a key point from the reading, etc.

Student-generated post-it quiz: Use the student generated post-it notes with text dependent questions to create a quiz. All you need to do is make a copy of the students’ post-its to create the quiz. 

Pg 3

(Used) White Boards – Teacher asks text dependent questions. Students write response (can be limited to three words, a sentence, a word, etc.) on boards. Have students show on command, call on a few students who are correct to share.

Post-It Quiz – Students are given post-its and asked to write a text-dependent question. Students ask each other the text-dependent questions as initial stage of closure. Teacher collects post-its, scans for “best” questions, and ask questions of class before they leave that day. (Great questions can also be formatted into a student quiz!)

(Used) 10-Word Exit Ticket – Teacher asks students to summarize key ideas in a sentence that is ten words or less. Could also be ten key words or a combination of words/phrases that summarize the lesson. This can be customized by teacher. Teacher collects this as students leave and is able to assess student understanding.