Super QAR for Test-wise Students

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Super QARfor Test-wise Students
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The Challenge

• To meet two goals
• Prepare students to perform well on tests
• Keep quality of education high
• Higher level thinking
• Reading comprehension
• Rich Content

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Concern for Students

• Present emphasis on basic skills
• All students can also benefit from instruction in
  higher level thinking
• In general, students of diverse backgrounds have
  few opportunities for such instruction

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Why Use QARs?

• Leads to quality instruction in core
  comprehension skills
• Builds confidence among students in
  question-asking and question-answering situations
• Provides a language to talk about comprehension
  strategies
• Provides a language to talk about test
  requirements

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QAR - Question Answer Relationships

• Research-based
• A strategy to promote higher order thinking
• An approach to test preparation
• A language for talking about questioning
  activities

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Icons TE p.9
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Right There A detail type of question, where
words used to form the question and words that
answer the question are often right there in
the same sentence.
Think Search The answer is in the text, but
readers have to think search to find the
answer sometimes within a paragraph, across
paragraphs, or even chapters.
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In the Book Comprehension Strategies TE p.24

• Scan
• Skim
• Identify main idea and supporting detail (Read
  the first and last sentence of every paragraph
  carefully)
• Summarize
• Clarify
• Identify important information
• Compare/Contrast

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Author and Me The information to answer the
question comes from my background knowledge, but
to even make sense of the question, Id need to
have read and understood the text.
On My Own The question relates to the text,
but I could probably answer this one even if I
had never read the text. All the ideas and
information come from my background knowledge.
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In My HeadComprehension Strategies TE p.30

• Identify background knowledge, beliefs, feelings
  and experiences
• Predict
• Visualize
• Make inferences
• Connect to Self
• Connect to Text
• Connect to Themes or Ideas

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Right There Student Book p.4

• Definition The answer is in the text usually a
  detail or fact. You can put your finger on the
  answer.
• Strategy Scan
• Information Source Information in one sentence

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Think and Search Student Book p.4

• Definition The answer is in several different
  places in the text. Involves more than one
  sentence.
• Strategy Identify what is being asked
• Note key terms in the
  question
• Skim/Scan
• Identify main ideas and details
• Compare and contrast
• Summarize
• Identify text structure
• Information Source More than one sentence or
  paragraph

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Author and Me Student Book p.5

• Definition The answer comes from the readers
  background knowledge, but the reader also needs
  to have read and understood the text.
• Strategy
• Identify background knowledge
• Predict
• Visualize
• Make inferences
• Make personal connections (Text to Self)
• Make connections to other texts (Text to Text)
• Make connections to the world (Text to Themes)
• Information Source
• The text (author) and the reader

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Author and Me

• Text to Self Readers connect the text to their
  own experiences.
• Text to Text Readers connect the text to
  something else they have read.
• Text to Themes Readers make inferences about
  authors message/theme and support their
  conclusions with details from the text.

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CRISS Manual p. 37-38
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On My Own Student Book p.5

• Definition The answer comes from the readers
  background knowledge and experience.
• Strategy
• Make connections to the topic
• Identify experiences, feelings, beliefs
• Information source
• The readers background knowledge

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Student Book P.24
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Start with easy material Cinderella

• Right There How many stepsisters did Cinderella
  have?
• Think and Search What things did the fairy
  Godmother change with her magic wand?
• Author and Me Why didnt Cinderellas stepmother
  let her go to the ball with her stepsisters?
• On My Own Have you ever excluded someone from
  hanging out with you? Why?

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Popcorn CRISS Manual p.71

• Have you ever wondered why popcorn pops?
  Popcorn has more moisture inside each kernel than
  regular corn. As the kernel is heated, the water
  inside turns into steam. Pressure begins to build
  inside until the hard coat on the outside of the
  kernel explodes, turning inside-out. If you are
  careful about how you prepare it, popcorn turns
  out to be a very healthy snack-higher in protein
  than ice cream or potato chips, without the fat
  and sugar. Air popping is the best way to prepare
  popcorn because it doesnt require any oil this
  keeps the popcorn low in calories. To add a
  little zest to your snack, forget the butter or
  caramel flavors. Instead try melting a few
  tablespoons of peanut butter and stirring that
  into your popped corn. Or you can add sunflower,
  pumpkin, or sesame seeds.
• Right There What is the best way to prepare
  popcorn? (air popping)
• Think and Search What are some ways you can
  make popcorn taste better? (add peanut butter,
  sunflower, pumpkin or sesame seeds)
• Author and Me Why do you think the author wrote
  this article about popcorn? ( to inform the
  reader how to make popcorn a healthy snack)
• On My Own What is your favorite snack? Is it
  healthy?

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Lesson Plan(p.14-17 TE)

• Objectives
• Set the purpose
• Materials
• Model (includes thinking aloud)
• Coach
• Assessment
• Build Independence
• Reflect

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QAR Plan

• The teacher introduces the QAR strategy and the
  four types of questions.
• The teacher models the QAR process with a short
  reading passage. (may happen more than once)
• The teacher and the class together practice the
  QAR strategy with short pieces of text.
• The class practices using the strategy with easy
  materials in partners or small groups.
• The teacher provides independent practice.
• The teacher gradually increases the length and
  complexity of text used with QAR.
• The students create their own QAR questions in
  partners, small groups, or individually using
  various pieces of text including TAKS materials.

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