Monthly Archives: October 2013

FQIP: Igniting Metacognitive Reading

SOURCE: http://michigan.gov/documents/mde/ELA_WAC_263481_7.pdf  (Adapted from Reading Apprenticeship, a great curriculum to help secondary and post-secondary students strengthen their reading strategies!)

Focus-Question-Image-Predict (FQIP) is a strategy for helping students be more meta-cognitive about their reading. This is a strategy to use in any class involving reading. Canada_College-seeklogo_com

Steps to using Focus-Question-Image-Predict (FQIP):

1. Provide students with a text (either in small groups or whole class). Invite them to preview the text by writing their answers to the following questions:
• What expectations do you have regarding the reading?
• What predictions do you have about the reading?

2. Have students read individually for 10 minutes. Then, stop them and have them write their answers to the following questions:

• Where are you focusing attention? What are you ignoring?
• Write down the specific questions you are asking yourself.
• List the images or visuals you are forming.
• What predictions do you have about the remainder of the text?
• What role do your mental moves play in understanding the text message?

3. Have students read individually for another 10 minutes. Repeat step 2 having students answer the same questions.

4. Ask students to look for patterns in their reading process and summarize them, sharing their summaries with a partner or in a small group.

5. Have group members categorize the groups responses under the following headings:
• Focus
• Question
• Image
• Predict
6. Have the group explain the strategies for reading the discipline-specific text they read based on the reading patterns found in their group.
7. At the whole class level, record each groups responses into a larger list, identifying the common reading strategies students used to read the discipline-specific text.  The teacher might use the header, “Expert Readers of _________ (ex: Art History Texts)” to validate the class’ strategies and to suggest that different disciplines require different kinds of reading strategies.
8. Have the groups or the class discuss strategies for supporting their own reading and the reading of their classmates.

Optional: Teachers might repeat this with another discipline-specific text to highlight the differences in reading in your content area and other content areas. Students begin to see there are multiple “kinds” of reading and there are discipline-specific values and approaches to knowledge.

 

As a reading teacher myself, I often experience and hear other teachers challenged by students who struggle for comprehension. Because FQIP is INDUCTIVE rather than DEDUCTIVE, this activity is a good first step in helping students pay attention to their reading and develop strategies they can carry forward in all future reading.

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