Qar Reading Strategy

Grade Level(s) K-3 When? Literary Focus Before Fluency During knowledge After Vocabulary Writing Oral Language Q. A. R. (Question-Answer-Relationships) Question-Answer Relationships, or QAR, is a demanding comprehension strategy developed to aid in the get down that students take when chooseing texts and answering motilitys about that text. Students learn to categorize types of questions which in deed service of process them know where to find breeding. It encourages students to be active, strategic readers of texts. QARoutlineswhere information keister be found In the Text or In my judgement. It then breaks down the actual question-answer relationships into four types ripe in that location, Think and Search, reference 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 anuran Together, by Arnold Lobel 1. Hook/EngagementBegin by reviewing what students have already learned about how to acquire questions as a way to actualise the meaning of texts. For compositors case 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 thither are dickens 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 full point question is a question that requires students to deal about what their own knowledge is to answer the question. Review a book that you have recently read loud with students. Write the example below on a piece of chart stem or on the blackboard. Choose a few In the Text and In My peak questions about the book that obviously belong to unrivaled socio-economic class or the other, and have students tell you in which column to print the question.When you go along students a literal question, have them scan you where they found the answer in the book. When you ask them an In My Head question, go finished the book with them and show them that they couldnt find the answer in the book. Have them give answers to the In My Head questions and explain how they answered them ( gestateing 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 authors name? How long is the book? Do I like the title? Have I read whatsoever 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 ObjectivesExplain that you are going to read the first triad chapters of Frog and frog Together aloud to them, and they are going to do 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 th ese types of questions will help them to on a lower floorstand the story. 3. Focused InstructionReview 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 plug-in 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 meditate 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. . Right There i. What is the first thing Toad writes on his list? When I charm 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 t urn 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 Toads list blew away and Frog did not catch it, so that is why Toad couldnt retrieve 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 acquire dark and they should be going to sleep the last thing on Toads 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 Toads 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 doesnt need to be reminded to do that. vi.Did you affiliate with the reason Toad gives for not chasing after his list? N o. I think that he should have chased after his list, even if it that wasnt one of the things on his list. He couldnt have write that on his list anyways because he didnt 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 pass 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 anomic your to-do list and couldnt find it? I would look for it for a time and if I couldnt find it, Id 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 meaning Literacy. BostonPearson.