PQRST (Preview, Question, Read, Summary, Test), Cornell Notes, Study Skills

UDL 3.2 UDL 5.2

In SQ3R, students SURVEY the text’s title, headings, and images to get a general understanding of the topic, ask and record QUESTIONS to provide a purpose for reading, READ to answer the proposed questions, RECITE the answers aloud to a partner, and REVIEW the text by writing a summary. Teachers should model each step of the strategy, completing a think aloud to demonstrate the metacognitive thinking that happens while reading. This strategy promotes active reading and structured note taking and works best on nonfiction pieces and textbooks.

Implementation Tips

Graphic Organizer
Provide a [[ | SQ3R Chart]] that frames the process, giving students space to annotate the text with each step.This reminds students of the steps and provides structure on how to complete each one.
Model the process for students in a think aloud. Annotate the text while you survey, write questions before you read, and stop during a read aloud of the text to share your metacognitive process. Recite the answers to the questions aloud, and review what you’ve learned from the text in a quick summary.
Engaging Texts
Practice with short, engaging, accessible texts, especially ones with images or graphics. Remove the barriers of text complexity as students focus on the process.


History and Science
Use SQ3R to assign sections of reading from a history or science textbook. Have students survey the images and graphs and skim the headings. Turn section headings and subheadings into questions, recording them in their notebook. Pair students to take turns reading paragraphs and then reciting the answers to each of their questions. Turn the review step into the exit ticket by asking students for a summary statement or a list of details about what they just read.
ELD Support
Create an SQ3R template. Provide specific directions of what students should survey. Add images and provide questions next to titles, headings, and subheadings. Use [[ |]] to lower the Lexile level and revise challenging vocabulary words. When it’s time to recite, pair students heterogeneously. To review the text, give students a choice to demonstrate their comprehension by completing a [[ | poster summary]], drawing a picture, or choosing from a multiple choice list.

Related Strategies