QAR: Question-answer Relationships 1/3/17

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Why do you Need to know about QAR? Let’s look at our learning language…

Readng comprehension strategy Focus: Reading Strategy Focus: Questioning QAR--Question-Answer Relationships Readng comprehension strategy Focus:

QAR: Question – Answer Relationships QAR provides a basis for helping students deepen reading comprehension: *Teaches how to think about types of questions being asked *Teaches how to locate answers to questions (not all answers come from the text) *Teaches students to better understand text structures and how the information is organized *Teaches students to recognize if they must infer *Teaches students to generate questions for discussion purposes (thick vs. thin questions) T. E. Raphael (1982; 1986)

THREE Levels of Questions: Green Level – answer is found literally IN THE TEXT Yellow Level– answer is found WITH THE TEXT Red Level– answer is found BEYOND THE TEXT and IN THE READER’S HEAD

THREE Levels of Questions: GO!! Go BACK to the text to find the answer!! SLOW DOWN!! Slow down! The text has evidence for you to INFER the answer! Stop and think about what you already know about the topic. The answer is NOT directly in the text!! STOP!!

Four Types of Questions (within the three levels): See handout provided 1 2 3 4

“Right There” Questions *answer is explicitly stated and can be underlined “right there” in the text *answer is in one place Code: RT

“Think and Search” Questions *answer is in the text, but you need to search in several places to find it *answer comes from different places in the text Code: TS

“author and me” Questions *answer is implicitly stated in the text *You will need to infer the answer based on what the author/text says in addition to your schema about the text. Code: AM

“on my own” Questions *answer is NOT in the text *The answer is based solely on YOUR schema about the topic. Code: OM

QAR Practice Website http://fcit.usf.edu/fcat/strategies/qa/default.htm

Teach qar using the gradual release model:

QAR Practice Passage: “Doug’s Miserable Monday” Doug woke up fifteen minutes late. His alarm clock had been going off for 20 minutes, but nothing but the cat heard the ringing of the bell. As soon as Doug saw the time on the clock, he jumped out of bed and headed for the shower. He was afraid he'd miss the bus again. After his shower he looked in the dryer for his favorite jeans, but they were actually still in the washing machine. "Dang it! I told my malevolent sister to put my stuff in the dryer! Now what am I gonna wear today?" Doug mumbled to himself trying not to break a sweat. After settling for a pair of khaki shorts and his favorite Macho Man t-shirt, he grabbed a bag of chips and a Coke from the kitchen, and search frantically for his reading book. When he found it, he put it in his backpack, along with his breakfast, his hat, and his lucky Macho Man glasses. As he ran frantically to the bus stop, he told himself, "I will NOT stay up late watching wrestling anymore!"

question/Answer Relationship Identification Practice With your group, label the type of QAR for each question that goes along with “Doug’s Miserable Monday”

________ 1. Should parents always wake their kids up in the morning?   ________ 2. What did Doug do as soon as he saw the clock? ________ 3. Where was Doug going that morning? ________ 4. What did Doug look for before he left the house?

________ 5. How did Doug get ready to leave the house?   ________ 6. At what time of day was Doug getting ready to go? ________ 7. Should teenagers be able to watch TV on school nights? ________ 8. What did he tell himself as he ran to the bus stop?

QAR Practice: “Albert Einstein asks a question” *Read and annotate passage *Write ONE question for each type of QAR on the provided graphic organizer. Use your question stems handout if needed.

QAR practice… *Teaches how to think about types of questions being asked *Teaches how to locate answers to questions (not all answers come from the text) *Teaches students to better understand text structures and how the information is organized *Teaches students to recognize if they must infer *Teaches students to generate questions for discussion purposes (thick vs. thin questions)

QAR in your classroom: Teach the different types of QAR. Model how to determine the different types of QAR. Allow students to determine different types of QAR with you (whole class, small group, etc.) Allow students to work in groups/pairs to determine QAR from questions that you have generated. Allow students the opportunity to generate questions for the different types of QAR with texts, in book clubs, etc. See handout of QAR Stems

QAR in your classroom: Require students to identify QAR on assessments and quizzes. On the back of the iReady tracking sheet that has been filled out with the iReady lesson, number questions in iReady quizzes and identify QAR!! **ALWAYS ask students to provide rationale as to WHY the QAR was the particular type that was identified!!

QAR Resources: See Livingood Classroom website