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Transcript of QAR
Split into 2 categories What Does it Stand For?
Question-Answer Relationship Two Different "In the Text" Questions Right There Questions
Questions where you can point to the text and the answer is "RIGHT THERE!"
Typically in one sentence Author and You Questions
The answers will not only be found in the text, instead they will be combination of what you already know, and what you have read in text; or a new opinion after reading the text In the book
In your head Think and Search Questions
Questions where the answers are typically scattered throughout the text or are not as easily found. On My Own Questions
The answers will not be found in the text, and the answers can be formulated without any reading.
Questions are answered with strictly prior knowledge and opinion! "The Question-Answer Relationship (QAR) strategy presents a three-way relationship between questions, text content, and reader knowledge"
QAR strategy helps students to understand:
1. What type of question it is
2. What steps were taken to write the question
3. What the purpose of the question is Purpose: 1. Introduce students to the 2 kinds of questions along with the 4 subcategories of questions.
2. Provide a reading selection and a set of questions
3. Have groups or individual students place the question in the proper box in the QAR chart. Initial Steps to QAR 4. Make sure students have separated questions into the two groups: "in the book" or "in my head"
5. Check to make sure the students have put the correct questions in the correct categories
6. Have the students answer the questions using either their prior knowledge, the book, or both depending on the kind of question Initial Steps to QAR Students recognize that their answers can come from more than one source
Helps students recognize that some questions have more than one correct answer, therefore they should think outside the box
Once students are comfortable with QAR strategies they can use them easily on their own, which will in turn help them to become more active readers
Can be used before, during, and after readings
Students can work either on their own or in groups
Can be used in multiple subject areas
Can be easily adjusted to grade levels (questions determine how challenging it can be) Benefits Once students have an understanding of how to recognize what type of question they are answering, and answer it on their own, they can formulate their own questions for themselves, or for classmates.
This will allow them to use their inquiry skills which will only benefit their reading and comprehension. Going Further Shows students the relationship between questions and answers
Teaches students there are multiple kinds of questions
Encourages student to not ONLY read or skim through a text, but instead to dissect, understand, and respond to text
Helps students to look in more than one location for an answer to a question QAR Strategy: Allen, J. (2004) Tools for Teaching Content Literacy. Stenhouse. (does a great job of simplifying QAR)
Beers, K. (2003). When kids can't read, what teachers can do: A guide for teachers 6-12. Portsmouth, NH: Heinemann.
Buehl, D. (2009) Classroom Strategies. Newark, DE: IRA. (does an excellent job of summarizing the benefits)
http://www.readinglady.com/mosaic/tools/QARQuestionAnswerRelationshipTeachingChildrenWheretoSeekAnswerstoQuestions.pdf 21 Oct 2012.
http://www.readingeducator.com/strategies/qar.htm 22 Oct 2012. (lays QAR into very specific steps) Sources: