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Textbook Walk

A textbook walk guides the student as they read in order to access prior knowledge, make connections, and set a purpose for reading. 

1. Look at the title. What do you think the chapter will be about?

2. Look at the pictures and/or images. Do they give clues about what the chapter will be about? Why do you think the author included them?

3. Read the captions. Do they provide additional information?

4. Look at any maps, graphs, or charts. What do they tell you about the type of information that will be in the chapter?

5. Look for big ideas, such as words or headings in bold, colored words, and underlined words. Do these words give any clues about the subject of the chapter?

6. Read the first paragraph (introduction) and the last paragraph (conclusion/summary). What key ideas are mentioned? Based on this information, what do you think you will learn from this chapter?

SQ3R

SQ3R is uses five steps to teach the student an efficient and active approach to reading and improving comprehension. 

1. Survey – scan the text to learn more from headings, pictures, graphs/charts, and bolded text.

2. Question – generate questions about the text based on the initial survey.

3. Read – read one section at a time and look for answers to the questions.

4. Recite – recite or rehearse answers to the questions and take notes.  

5. Review – review the text to summarize and answer any lingering questions.

Picture Walk

A picture walk is done between a young reader and an adult reader. The goal is to preview the pictures to familiarize the student with the story before reading the book. 

1. Choose a book with lots of interesting, detailed, and colorful illustrations that relate directly to the text. 

2. Start by looking at the cover of the book. Ask the student what they see on the cover and what they think the book will be about based on the cover.

3. Next look through the pages of the book focusing on the details of each picture. As the student who, what, where, when, why, and how questions about the pictures. If the student is reluctant to answer model the strategy yourself by thinking aloud.

4. After exploring each picture, read the book with the student. Stop when appropriate to discuss the student’s predictions and why they were correct or incorrect using information from both the pictures and the text.