Transcript Super QAR for Test

Super QAR
for Test-wise Students
Why the World Needs
Super QAR. . .
The Challenge
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To meet two goals
– Prepare students to perform well on tests
– Keep quality of education high
• Higher level thinking
• Reading comprehension
• Rich Content
Concern for Students
Present emphasis on basic skills
 All students can also benefit from
instruction in higher level thinking
 In general, students of diverse
backgrounds have few opportunities for
such instruction
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Why Use QARs?
Leads to quality instruction in core
comprehension skills
 Builds confidence among students in
question-asking and questionanswering situations
 Provides a language to talk about
comprehension strategies
 Provides a language to talk about test
requirements
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QAR - Question Answer
Relationships
Research-based
 A strategy to promote higher order
thinking
 An approach to test preparation
 A language for talking about questioning
activities
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Icons: TE p.9
In the Book
Right There:
A “detail” type of
question, where words
used to form the question
and words that answer the
question are often “right
there” in the same
sentence.
Think & Search:
The answer is in the text,
but readers have to “think
& search” to find the
answer; sometimes within a
paragraph, across
paragraphs, or even
chapters.
In the Book
Comprehension Strategies TE p.24
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Scan
Skim
Identify main idea and supporting detail
(Read the first and last sentence of every
paragraph carefully)
Summarize
Clarify
Identify important information
Compare/Contrast
In My Head
Author and Me:
The information to
answer the question
comes from my
background knowledge,
but to even make sense
of the question, I’d need
to have read and
understood the text.
On My Own:
The question relates to the text,
but I could probably answer
this one even if I had never read
the text. All the ideas and
information come from my
background knowledge.
In My Head
Comprehension Strategies TE p.30
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Identify background knowledge, beliefs,
feelings and experiences
Predict
Visualize
Make inferences
Connect to Self
Connect to Text
Connect to Themes or Ideas
Right There: Student Book p.4
Definition: The answer is in the text;
usually a detail or fact. You can put your
finger on the answer.
 Strategy: Scan
 Information Source: Information in one
sentence
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Think and Search: Student Book p.4
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Definition: The answer is in several different places
in the text. Involves more than one sentence.
Strategy: Identify what is being asked
Note key terms in the question
Skim/Scan
Identify main ideas and details
Compare and contrast
Summarize
Identify text structure
Information Source: More than one sentence or
paragraph
Author and Me: Student Book p.5
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Definition: The answer comes from the reader’s
background knowledge, but the reader also needs to
have read and understood the text.
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Strategy:
Identify background knowledge
Predict
Visualize
Make inferences
Make personal connections (Text to Self)
Make connections to other texts (Text to Text)
Make connections to the world (Text to Themes)
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Information Source:
The text (author) and the reader
Author and Me
Text to Self: Readers connect the text
to their own experiences.
 Text to Text: Readers connect the text
to something else they have read.
 Text to Themes: Readers make
inferences about author’s
message/theme and support their
conclusions with details from the text.
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CRISS Manual: p. 37-38
QUESTIONING THE AUTHOR
Initiating Queries: This is done as you work through the text.
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What is the author trying to say?
What is the author’s message?
What is the author talking about?
Follow-Up Queries: The goal is what the text means rather than what
the text says.
 What does the author mean here?
 Does the author explain this clearly?
 Does this make sense with what the author told us before?
 How does this connect with what the author told us here?
 Does the author tell us why?
 Why do you think the author tells us this now?
Narrative Queries: These are used with narrative text and may often
deal with characters, theme, and plot.
 How do things look for this character now?
 Given what the author has already told you about this
character, what do you think he’s up to?
 How has the author let you know something has changed?
 How has the author settled this for us?
On My Own: Student Book p.5
Definition: The answer comes from the
reader’s background knowledge and
experience.
 Strategy:
Make connections to the topic
Identify experiences, feelings, beliefs
 Information source:
The reader’s background knowledge
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Student Book P.24
Start with easy material: Cinderella
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Right There: How many stepsisters did
Cinderella have?
 Think and Search: What things did the fairy
Godmother change with her magic wand?
 Author and Me: Why didn’t Cinderella’s
stepmother let her go to the ball with her
stepsisters?
 On My Own: Have you ever excluded
someone from hanging out with you? Why?
Popcorn
CRISS Manual p.71
Have you ever wondered why popcorn pops? Popcorn has more
moisture inside each kernel than regular corn. As the kernel is heated,
the water inside turns into steam. Pressure begins to build inside until
the hard coat on the outside of the kernel explodes, turning inside-out.
If you are careful about how you prepare it, popcorn turns out to be a
very healthy snack-higher in protein than ice cream or potato chips,
without the fat and sugar. Air popping is the best way to prepare
popcorn because it doesn’t require any oil; this keeps the popcorn low
in calories. To add a little zest to your snack, forget the butter or
caramel flavors. Instead try melting a few tablespoons of peanut butter
and stirring that into your popped corn. Or you can add sunflower,
pumpkin, or sesame seeds.
Right There: What is the best way to prepare popcorn? (air popping)
Think and Search: What are some ways you can make popcorn taste
better? (add peanut butter, sunflower, pumpkin or sesame seeds)
Author and Me: Why do you think the author wrote this article about
popcorn? ( to inform the reader how to make popcorn a healthy snack)
On My Own: What is your favorite snack? Is it healthy?
The Itsy Bitsy Spider
The itsy bitsy spider went up the water spout.
Down came the rain and washed the spider out.
Out came the sun and dried up all the rain,
And the itsy, bitsy spider went up the spout again.
1. Who climbed up the water spout? (Right There)
2. What happened when the rain washed the spider out?
(Think and Search)
3. Why do you think the spider decided to climb back up the
spout? (Author and You)
4. Have you ever tried and failed at something the first time, and
yet had the courage to come back and try again?(On Your Own)
QAR PRACTICE
The sun was setting, and as the senator gazed out of his office window, he
could see the silhouettes of some of the unique buildings and monuments of
Washington, D.C. Directly in front of him at the other end of the National Mall, the
stark obelisk of the Washington Monument thrust dramatically skyward, its red
warning lights blinking in the approaching dusk. Although he couldn’t quite see
it, he knew that beyond the Washington Monument and the reflecting pool just
past it, a huge statue of Abraham Lincoln sat thoughtfully in the Lincoln
Memorial.
The senator was worried. A bill was before the Congress, called Safe
Surfing for Safer Schools that would deny federal education dollars to states that
didn’t have laws against internet pornography on their books. He was concerned
about kids having access to dirty pictures, and even more concerned about
internet predators having access to kids. But he also believed strongly in the
right of people to freely access information, even if it meant sometimes children
might be exposed to adult materials. It seemed dangerous to take money away
from schools, where the need was desperate, if state legislatures balked at this
federal pressure on them.
His constituents had let him know in no uncertain terms that they
supported strict standards of decency on the internet. He knew if he didn’t
support the bill, his next election opponent would paint him as pro-pornography
and anti-child. He didn’t want anything to get in the way of providing monetary
support to schools through federal grants.
The unique spires of the original Smithsonian Institution were getting
harder to see, but there was still a faint gleam on the green dome of the Museum
of Natural History. What was the right thing to do?
1. Whom does this senator remind you of? Why?
2. What legislation is the senator worried about?
3. What is a tough decision you have had to make?
4. What are some of the buildings and monuments the senator can see out of
his window?
Type
Definition
Blooms Level
Example
Right There
The answer can
be found in the
text in one
sentence.
Knowledge
What does QAR
stand for? P.41
Think and
Search
The answers are
in the selection,
but you need to
put together
different pieces
of information to
find it.
Knowledge
Comprehension
What are the
differences
between Right
There and Think
and Search
questions?
P.43
Author and You
The answer is
not stated
directly in the
text. You need
to reread and
think about what
you already
know.
What is the
author trying to
get you, the
reader, to think?
Analysis
How can QAR
be used to
prepare students
for the TAKS
test?
(Reread p. 43
and infer)
On Your Own
You do not have
to read the text
to answer the
question. It is
based on your
own experiences
and background
knowledge.
Evaluation
Synthesis
Can you access
the value and
importance of
higher level
questions in the
classroom?
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Book-based Questions
Right There questions
 Find the answer in the text first, and then make up the question.
Think and Search questions
 Find two or more answers in the text, and then make up the
question.
 Start the question with list, give, name, or state followed by a
number greater than one. List three reasons…
 Combine two interrogative words together to form one question
with more than one answer. Where and when? How and why?
Who and what?
Brain-based Questions
Author and You questions
 These are the why questions.
 If the answer will be yes or no, always include explain, elaborate,
or support.
 When wording this type of question consider,
According to the selection,
According to the text,
According to the author,
After reading the selection,
What do you think the writer means,
In your opinion, with support from the text,
Mention a specific character, quote, scene, reference, visual, or
detail from the text.
On My Own Questions
 Question should relate to the subject or topic the text deals with.
 Do not make any direct reference to anything in the text.
 Remember that this type of question can always be answered
without reading the selection.
On My Own/ Level 3
(Beyond the Lines)
Author and You/ Level 2
(Between the Lines)
Right There/Think and Search
Level 1
(On the Lines)
Lesson Plan(p.14-17 TE)
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Objectives
Set the purpose
Materials
Model (includes thinking aloud)
Coach
Assessment
Build Independence
Reflect
QAR Plan
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The teacher introduces the QAR strategy and the
four types of questions.
 The teacher models the QAR process with a short
reading passage. (may happen more than once)
 The teacher and the class together practice the QAR
strategy with short pieces of text.
 The class practices using the strategy with easy
materials in partners or small groups.
 The teacher provides independent practice.
 The teacher gradually increases the length and
complexity of text used with QAR.
 The students create their own QAR questions in
partners, small groups, or individually using various
pieces of text including TAKS materials.