ReQuest Strategy

contributed by Jennifer Farrell

Rationale:

ReQuest (Manzo, Manzo, & Estes, 2001), or reciprocal questioning, is a  very simple  version of the  traditional classroom routine. In ReQuest, students are given the opportunity to ask questions of the teacher.  Alvermann, et.al. (2007) have found that students respond well to this strategy and enjoy taking on the questioning role usually held by the teacher.  While the questions asked by students usually begin at a very simplistic, factual level, teacher-modeling of higher-level questioning and thinking does lead to students asking higher level questions that require deeper thought. This strategy also combines very neatly with direct instruction in questioning or other comprehension strategies. If students have previously experienced QAR, the teacher can model Think Aloud about the sources of information used to arrive at answers. ReQuest can also be used as a cooperative learning activity by having students work in pairs or small groups to develop questions. 

Alvermann, D.E., S.E. Phelps, & V.G. Ridgeway (2007). Content area reading and literacy: Succeeding in today's diverse classrooms. Boston, MA: Pearson.

Procedure:

1. Identify a text selection that has several obvious stopping points for discussion and prediction. Prepare a few higher level questions for each section of the text. 

If I were to do this strategy with the first act of The Crucible by Arthur Miller, I would chunk segments according to the entrances and exits of prominent characters. Sample questions might include: Compare the similarities and differences between Thomas Putnam and John Proctor. Discuss the cause of Thomas Putnam's hatred for Reverend Parris and its effects. Determine which characters are motivated by concern for self and which characters are motivated by concern for others.  

Other Procedures:

I love the freedom this gives me to answer students questions without trying to direct them to find information for themselves.  I plan to use it. Although I'm not sure how right now, one kind of text that I know I need to break up for them is political speech.  When I show videos or we read candidates' speeches, they tune out almost right away.  ReQuest may be a good way to keep them engaged and find relevant connections.

:)  Jen B.

2.  Prepare students for the reading selection by previewing it, by discussing background information or selected vocabulary, or by instigating some other appropriate activity.

Possible strategies for pre-reading:

Vocabulary Morphemic Analysis

Possible Sentences

Semantic Maps (vocabulary)

Anticipation Guide

CT-RA

List-Group-Label

3. Tell students that they will be reversing roles with you. As they read the first part of the selection, they are to think of questions that they will ask you.

4.  Let students read to a pre-determined point. Then allow the students to ask you as many questions as they can think of. Respond without looking at the text. Model your thinking by talking about how you are coming up with the answer (Think Aloud).

5.  When students have asked their questions, they close their books and you direct questions to them. At this point, you should model higher level questioning using the questions you developed earlier.

6.  Repeat the reading-questioning procedure through successive segments of the text until a logical point is reached when students can make predictions about the rest of the material. Lead students to turn their prdictions into one or more purpose-setting questions. Once they have completed the reading, continue the discussion by asking them for answers to their purpose-setting questions.

Working with The Crucible, I would have students continue the reading-questioning routine until the exit of John Proctor. At that point, I would ask students to make predictions. I could have students do this on their own or we could work as a class to make predictions and create purpose-setting questions together. After they finished reading, they could respond on their own in writing or orally to the whole class about their answers to the questions.