Qar Reading Strategy

Grade Level(s) K-3 When? literary Focus Before Fluency During Comprehension After Vocabulary Writing Oral Language Q. A. R. (Question-Answer-Relationships) Question-Answer Relationships, or QAR, is a rendering comprehension strategy developed to aid in the approach that students take when considering texts and dish outing gestures about that text. Students learn to categorize types of questions which in turn help them know where to prevail information. It encourages students to be active, strategic readers of texts. QARoutlineswhere information good deal be implant In the Text or In my mentality. It because breaks down the actual question- practise relationships into four types Right There, Think and inquisition, Author and Me, and On My Own. (Fisher, D. , Brozo, W. G. , Frey, N. , & Ivey, G, 2011, pg. 81) STEP-BY-STEP and EXAMPLE elect text Frog and toad Together, by Arnold Lobel 1. Hook/EngagementBegin by reviewing what students throw already acquire about how to as k questions as a way to understand the meaning of texts. For example utilize this reading asks them to talk about the kinds of questions they can ask before, during, and after reading. Next, introduce the idea that there ar two 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 loudness that they argon reading. An In My Head question is a question that requires students to think about what their own knowledge is to answer the question. Review a book that you have recently read out loud with students. Write the example below on a alternate of chart paper or on the blackboard. Choose a few In the Text and In My Head questions about the book that obviously belong to one category or the other, and have students reassure you in which column to write the question.When you give students a literal question, have them show you where they found the answer in the book. When you a sk them an In My Head question, go through the book with them and show them that they couldnt find the answer in the book. defecate them give answers to the In My Head questions and explain how they answered them ( thinking about what they have learned that is not in the book). Here are most 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 any 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 overbold book you are going to read together. 2. Measurable ObjectivesExplain that you are going to read the number 1 three chapters of Frog and Toad Together clamorously to them, and they are going to help you make a angle of dip of In the Text and In My Head questions. Then, they are going to help you answer the questions and entrance how these types o f questions will help them to understand 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 get across on chart paper or on the blackboard or use an overhead projector. The plug-in should look something like this In the Text questions In My Head questions Right There Think and Search Author and Me On my Own point the first chapter, A List, from Frog and Toad Together loudly to students. Next, write the questions discovered 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 nominate? When I turn to page 4, I see that the first thing Toad writes on his rock is Wake up. ii. Who is the friend Toad goes to see? When I turn to pag e 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 hark? I read that Toads list blew away(predicate) and Frog did not catch it, so that is why Toad couldnt remember what was on his list. iv. How did Toad lastly remember what was the last thing on his list was? Frog reminded Toad that it was getting 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 create verbally 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 check off with the reason Toad gives for not chasing after hi s list? No. 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 written that on his list anyway 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 weekend 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 lost your to-do list and couldnt find it? I would look for it for a while 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 Content Literacy. BostonPearson.