Transcript Question Answer Relationship

Question
Answer
Relationship
Teaching Students Where to Seek
for Answers to Questions
QAR: What is it?
• A tool for clarifying how students can approach the
task of reading text and answering questions.
• A strategy that helps students realize the need to
consider both information in the text and
information from their own background
knowledge.
• Without QAR, students over rely on information
from the text or from their own background
knowledge.
QAR: Why use it?
• It shows the relationship between questions and
answers.
• It categorizes different types of questions
• It helps students analyze, comprehend, and respond
to text concepts.
• It refutes the common misconception that “all
answers” can be found in the text.
QAR: View Worksheet
IN THE BOOK
IN MY HEAD
– Right There Questions
– Author and You
– Think and Search
– On My Own
Flow of Q.A.R. through the reading cycle
(where are students most likely to encounter
each type of question?)
Author and Me
On my own
BEFORE READING
Author and me
Right there
DURING READING
Think and Search
Author and me
AFTER READING
Think and Search
Activity 1: An introductory activity
• Give students a blank sheet of plain white paper.
Have them fold it into four equal squares
• Label the entire poster Q.A.R. at the top. In each
square, write one type of Q.A.R. (think and
search, right there, etc.)
• In each square, have them write the definition of
that type of Q.A.R. and then draw a picture to
represent that type of Q.A.R.. For example, a
picture of a thought bubble and a magnifying
glass for think and search.
• Call on different students and ask them what they
drew for each and why
Activity 2: Q.A.R. Flash Cards
• Have students create Q.A.R. flash cards. They
take index cards and put one type of Q.A.R.
on each card.
• Have various sample questions available and
read them to the class or have students read
them.
• When they know what type of Q.A.R. it is,
have them hold up that card. You will know if
they understand based on the card they hold
up. If they have difficulty remembering what
they are, have them write the definition on the
card as well.
THINK
AND
SEARCH
Activity 3: Classifying questions
• Give students a set of
questions they are familiar
with such as a set of
comprehension questions
they have completed after a
reading passage during class.
• Have them classify each
question into one of the four
Q.A.R. categories and explain
how they know it fits into
this category. You could use
this chart to help them keep
track of their data.
Right there
Think and Search
•Question:
•Question:
•Evidence:
•Evidence:
Author and me
On my own
•Question:
•Question:
•Evidence:
•Evidence:
Activity 4: Identifying Questions
Tom has lived in Marysville his entire life. However, tomorrow, Tom and
his family would be moving 200 miles away to Grand Rapids. Tom hated
the idea of having to move. He would be leaving behind his best friend,
Ron, the baseball team he had played on for the last two years, and the big
swing in his backyard where he liked to sit and think. And to make matters
worse, he was moving on his birthday! Tom would be thirteen tomorrow.
He was going to be a teenager! He wanted to spend the day with his friends,
not watching his house being packed up and put on a truck. He thought that
moving was a horrible way to spend his birthday. What about a party?
What about spending the day with his friends? What about what he wanted?
That was just the problem. No one ever asked Tom what he wanted.
•
•
•
•
1. What is the name of Tom’s best friend?
2. What might Tom do to make moving to a new Town easier for him?
3. Does Tom like playing on the baseball team?
4. In what ways can moving to a new house be exciting?
Activity 4: Creating Questions
At that very moment, Pinocchio awoke and opened wide his eyes.
What was his surprise and his joy when, on looking himself over,
he saw that he was no longer a Marionette, but that he had
become a real live boy! He looked all about him and instead of
the usual walls of straw, he found himself in a beautifully
furnished little room, the prettiest he had ever seen.
•
•
•
With a partner, create 4 questions ( 1 of each type) using the QAR criteria.
QAR Scavenger Hunt (give students a bank of questions have them search
through the list to identify each type)
Post-it note QAR (students use 4 post-it notes to identify types of questions)