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The QAR Penguin Journey
Transcript of The QAR Penguin Journey
stands for Question-Answer-Relationship.
The question–answer relationship (QAR) strategy helps students understand the different types of questions. By learning that the answers to some questions are "Right There" in the text, that some answers require a reader to "Think and Search," and that some answers can only be answered "On My Own," students recognize that they must first consider the question before developing an answer. Your task is to read the short article on "Penguins" and
write two questions for each category of QAR:
Think & Search
Author & You
On My Own Task 1. Look through this powerpoint
2. Watch this video
3. Do this QAR activity
4. Read the article on Penguins
5. Write two questions for each
of the four categories:
Think and Search
Author and You
On my own Process Your evaluation for this webquest is to complete the
number 5 activity. Evaluation QAR is an excellent activity to help children
become acquainted with the different types
of questions they may be asked. Once they
identify the type of question, answering them
becomes an easier task. Why use QAR?
It can improve students' reading comprehension.
It teaches students how to ask questions about their reading and where to find the answers to them.
It helps students to think about the text they are reading and beyond it, too.
It inspires them to think creatively and work cooperatively while challenging them to use higher-level thinking skills. How to Use QAR
Explain to students that there are four types of questions they will encounter. Define each type of question and give an example.
Four types of questions are examined in the QAR:
Right There Questions: Literal questions whose answers can be found in the text. Often the words used in the question are the same words found in the text.
Think and Search Questions: Answers are gathered from several parts of the text and put together to make meaning.
Author and You: These questions are based on information provided in the text but the student is required to relate it to their own experience. Although the answer does not lie directly in the text, the student must have read it in order to answer the question.
On My Own: These questions do not require the student to have read the passage but he/she must use their background or prior knowledge to answer the question.
Read a short passage aloud to your students.
Have predetermined questions you will ask after you stop reading. When you have finished reading, read the questions aloud to students and model how you decide which type of question you have been asked to answer.
Show students how find information to answer the question (i.e., in the text, from your own experiences, etc.). The sun was setting, and as the senator gazed out 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. And 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. But 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? Right There What are the names of the dogs?
Think and Search What time of year is it?
Author and You How would you feel if you walked in on this scene?
On My Own What might be the best way to punish the dogs? Right There What legislation is the senator worried about?
Think and Search What arguments is he having to weigh in his mind?
Author and You How would you advise the Senator, and why would you advise him so?
On My Own What's a tough decision you've had to make? Right There. The answer is in the text, and if we pointed at it, we'd say it's "right there!" Often, the answer will be in a single sentence or place in the text, and the words used to create the question are often also in that same place.
Think and Search. The answer is in the text, but you might have to look in several different sentences to find it. It is broken up or scattered or requires a grasp of multiple ideas across paragraphs or pages.
Author and You. The answer is not in the text, but you still need information that the author has given you, combined with what you already know, in order to respond to this type of question.
On My Own. The answer is not in the text, and in fact you don't even have to have read the text to be able to answer it. 4 Types of Answers Strategy: QAR This strategy helps students develop awareness of the multiple sources of information in their reading
Teaches students to:
Find answers to questions
Use questions to review their reading When and Why Would I Use QAR? Teaching QARs to students begins with helping them understand the core notion:
when confronted with a question, the answer will come either from the text or from what kids know. These are the Core Categories, which Raphael calls
In the Book
In My Head Question-Answer Relationships (Raphael, 1982, 1984)
a way to help students realize that the answers they seek are related to the type of question that is asked;
it encourages students to be strategic about their search for answers based on an awareness of what different types of questions look for.
Even more important is understanding where the answer will come from. QAR Read this passage:
Answer which kind of questions
each of the following are:
Why don't penguins like to come out
What are two reasons penguins must
come on shore?
What would happen to penguins if they
didn't have blubber?
Do you think penguins are cute? Read this article