Qar Reading Strategy
Qar Reading Strategy
Question-Answer Relationships, or QAR, is a reading comprehension strategy developed to aid in the approach that students take when reading texts and answering questions about that text. Students learn to categorize types of questions which in turn help them know where to find information. It encourages students to be active, strategic readers of texts. QAR outlines where information can be found “In the Text” or “In my Head. ” It then breaks down the actual question-answer relationships into four types: Right There, Think and Search, Author and Me, and On My Own.
(Fisher, D. , Brozo, W. G. , Frey, N. , & Ivey, G, 2011, pg. 81) STEP-BY-STEP and EXAMPLE Chosen text: Frog and Toad Together, by Arnold Lobel 1. Hook/Engagement–Begin by reviewing what students have already learned about how to ask questions as a way to understand the meaning of texts. For example using this reading asks them to talk about the kinds of questions they can ask before, during, and after reading. Next, introduce the idea that there are two kinds of questions you can ask about texts.
Explain to students that an “In the Text” question is a question that students can find the answer to by looking in the book that they are reading. An “In My Head” question is a question that requires students to think about what their own knowledge is to answer the question. Review a book that you have recently read aloud with students. Write the example below on a piece of chart paper or on the blackboard. Choose a few “In the Text” and “In My Head” questions about the book that obviously belong to one category or the other, and have students tell you in which column to write the question.
When you give students a literal question, have them show you where they found the answer in the book. When you ask them an “In My Head” question, go through the book with them and show them that they couldn’t find the answer in the book. Have them give answers to the “In My Head” questions and explain how they answered them ( thinking about what they have learned that is not in the book). Here are some examples of the two types: “In the Text” questions| “In my Head” questions| What is the title of the book? What is the author’s name? How long is the book?
| Do I like the title? Have I read any other books by this author? How long will it take me to read this book? | Explain that they are going to learn more and ask these types of questions about a new book you are going to read together. 2. Measurable Objectives–Explain that you are going to read the first three chapters of Frog and Toad Together aloud to them, and they are going to help you make a list of “In the Text” and “In My Head” questions. Then, they are going to help you answer the questions and see how these types of questions will help them to understand the story.
3. Focused Instruction–Review with students the four types of questions explained in the QAR Strategy. Explain that there are two types of “In the Text” questions and two types of “In My Head” questions. Draw a copy of the QAR table on chart paper or on the blackboard or use an overhead projector. The table should look something like this: “In the Text” questions| “In My Head” questions| Right There| Think and Search| Author and Me| On my Own| Read the first chapter, “A List,” from Frog and Toad Together aloud to students.
Next, write the questions listed below under the “Right There” heading. Read the questions aloud, look through the chapter, show the students where you found the answer, and then think aloud the answer. a. Right There i. What is the first thing Toad writes on his list? “When I turn to page 4, I see that the first thing Toad writes on his list is ‘Wake up. ‘” ii. Who is the friend Toad goes to see? “When I turn to page 9, I see that Toad goes to see Frog. ” Next, write these questions under the “Think and Search” heading. Read the questions aloud and then think aloud the answers.
b. Think and Search iii. What caused Toad to forget what was on his list? “I read that Toad’s list blew away and Frog did not catch it, so that is why Toad couldn’t remember what was on his list. ” iv. How did Toad finally remember what was the last thing on his list was? “Frog reminded Toad that it was getting dark and they should be going to sleep – the last thing on Toad’s list. ” Next, write these questions under the “Author and Me” heading. Read the questions aloud and then think aloud the answers. c. Author and Me v. What do you think of Toad’s list?
“I think that writing a list of things to do is a good idea. But, Toad could have left off some things, like waking up or getting dressed, because he doesn’t need to be reminded to do that. ” vi. Did you agree with the reason Toad gives for not chasing after his list? “No. I think that he should have chased after his list, even if it that wasn’t one of the things on his list. He couldn’t have written that on his list anyway because he didn’t know the list would blow away. ” Next, write these questions under the “On My Own” heading.
Read the questions aloud and then think aloud the answers. d. On My Own vii. Have you or somebody in your family even written a list of things to do? “Yes. I have written a list of things that I have to do on a weekend day because that is not like a school day. On weekends, I do lots of different things, so I have to write a list to remind myself of all the things I have to do. ” viii. What would you do if you lost your to-do list and couldn’t find it? “I would look for it for a while and if I couldn’t find it, I’d write a new list of things to do.
” 4. This would be followed up with guided practice, independent practice, assessment, and the reflecting/planning. References Fisher, D. , Brozo, W. G. , Frey, N. , & Ivey, Gay. (2011). 50 Instructional Routines to Develop Content Literacy. Boston:Pearson. Jones, R. (1998). Strategies for reading comprehension: Question-Answer Relationships. Retrieved November 10, 2012, from http://www. readingquest. org/strat/qar. html TeacherVision. (2000-2012). Question-Answer Relationships. Retrieved November 10, 2012, from.
University/College: University of Chicago
Type of paper: Thesis/Dissertation Chapter
Date: 18 October 2016
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