Super QAR for Test-wise Students

1. Super QARfor Test-wise Students

2. Why the World NeedsSuper QAR. . .

3. 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

4. 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

5. 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

6. 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

7. Icons: TE p.9

8. In the Book 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.

9. 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

10. In My Head Author and Me: The information to answer the question comes from my background knowledge, but to even make sense of the question, I’d 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.

11. 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

13. 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

14. 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

15. Author and Me: Student Book p.5 • Definition: The answer comes from the reader’s 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

16. 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 author’s message/theme and support their conclusions with details from the text.

17. CRISS Manual: p. 37-38

18. On My Own: Student Book p.5 • Definition: The answer comes from the reader’s background knowledge and experience. • Strategy: Make connections to the topic Identify experiences, feelings, beliefs • Information source: The reader’s background knowledge

19. Student Book P.24

21. 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 didn’t Cinderella’s stepmother let her go to the ball with her stepsisters? • On My Own: Have you ever excluded someone from hanging out with you? Why?

22. 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 doesn’t 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 tastebetter? (add peanut butter, sunflower, pumpkin or sesame seeds) Author and Me:Why do you think the author wrote this article aboutpopcorn? ( to inform the reader how to make popcorn a healthy snack) On My Own: What is your favorite snack? Is it healthy?

28. Lesson Plan(p.14-17 TE) Objectives Set the purpose Materials Model (includes thinking aloud) Coach Assessment Build Independence Reflect

29. 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.