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Request Strategy

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Katie Perret

on 2 April 2014

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Transcript of Request Strategy

Request Strategy
"REQUEST" Strategy Definition:
Request Strategy
Review The Steps:
The ReQuest technique also known as the reciprocal questioning technique develops comprehension by having the teachers and the students take turns asking and answering questions. At turning points in the text, the teachers model effective question-asking strategies. The students in turn, ask appropriate questions by following the teachers model. The goal is to develop self-questioning strategies for the student.

The ReQuest Strategy is used to encourage students to formulate their own questions about what they are reading, and to correctly ask questions in order to improve their reading
By using the ReQuest Strategy, students improve their comprehension by setting purposes for reading and building interest towards what they are reading.
It supports students' reading of non-fiction text.
It challenges students to think of questions to text they are reading versus answers to text they are reading.

Processing Focus: Meaning
Instructional Phase: During Reading
Response Mode Emphasized: Oral Discussion
Strategy Emphasized: Prediction and Elaboration
Skill Emphasized: Literal and Non-literal Comprehension
Source of Information: Reader-Based
Type of Instruction: Implicit

Both Students and the teacher will silently read a section of a text.
The teacher closes his or her book and the students question the teacher. The teacher answers the questions. As appropriate, the teacher reinforces students' questioning skills by seeking clarification of unclear questions and/or extending questions.
Roles are reversed. Students close their books and the teacher asks questions, modeling an array of question types. Students can request clarification if they don't understand a question. They are expected to give evidence for their ideas.
The teacher leads students to predict areas of information the author will provide.
If students' predictions are reasonable, they will be directed to silently read the remainder of the text and complete a response activity. If predications are not appropriate, repeat steps 1-4 with the next segment of the text before having students read independently.
Why is it used?
When is it used?
The ReQuest Strategy can be used before reading, during reading and after reading.
focus of Instruction
4-12 reading levels
Targeted Reading Levels
Everyone reads
a portion
of the selection
and formulates
Students ask teacher
Teacher answers students questions
asks students questions
answer teacher's questions
finish reading independently
Teacher leads
final discussion




Types of Questions:
1. Observing and Recalling:
Questions come from something the student noticed in the text or triggers a memory.
2. Relationships, Summarizing, Organizing and Retelling:
Questions that connect or associate with the text, make a summary of the text, or that re-translate the text.
3. Predicting/Inferring and Anticipating:
Questions that foretell the future, questions that you foresee happening (future), and questions that ask information from reasoning
4. Reflective Questioning:
Questions that reflect on the knowledge of the text read.
Full transcript