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Reading Response #8

5 Points

All of the following information is from http://www.readingquest.org/strat/qar.html

For this reading response, you are going to use a strategy called Q-A-R (Question-Answer-Relationships). This was
created by Taffy Raphael as a way to help students realize that the answers they seek are related to the type of question
that is asked; it encourages them to be strategic about their search for answers based on an awareness of what different
types of questions look for. Even more important is the understanding of where the answer will come from.

Teaching QARs to students begins with helping them understand the core notion: that when confronted with a question,
the answer will come either from the text or from what kids know. These are the Core Categories, which Raphael calls

1. In the Book (or video or WWW page...)


2. In My Head

Once students are comfortable with these simpler distinctions (and do note that this does not take very long!), it will
please them to move to the next level of understanding question types. Raphael divides "In The Book" into two QAR
types (Right There and Think and Search); and "In My Head" into two QAR types (Author & You and On My Own).

Explain Those Four QARs!

1. Right There. The answer is in the text, and if we pointed at it, we'd say it's "right there!" Often, the answer will
be in a single sentence or place in the text, and the words used to create the question are often also in that
same place.
2. Think and Search. The answer is in the text, but you might have to look in several different sentences to find it.
It is broken up or scattered or requires a grasp of multiple ideas across paragraphs or pages.
3. Author and You. The answer is not in the text, but you still need information that the author has given you,
combined with what you already know, in order to respond to this type of question.
4. On My Own. The answer is not in the text, and in fact you don't even have to have read the text to be able to
answer it.
So, what are you going to do with this strategy?

1. Read:
a. CAR Chapter 7: Guiding Reading Comprehension
2. The Steps:
a. Generate at least 3 questions for EACH QAR strategy/category.
b. Write down your answers to your questions, EXCEPT leave ONE question UNANSWERED from the “think
and search” category AND one from “on your own” OR “author and you”.
Name: Laura Mendoza
Reading Response #8
Q-A-R (Question-Answer-Relationships)

The Steps:
1. Generate at least 3 questions for EACH QAR strategy/category.
2. Write down your answers to your questions, EXCEPT leave ONE question UNANSWERED from the
“think and search” category AND one from “on your own” OR “author and you”.
a. You should have 2 unanswered questions.
3. You MUST type in here and print for submission. Expand the columns as much as you need! This will
be collected. Handwritten RR #8 will not be accepted.
“In the Book” QARs “In My Head” QARs
RIGHT THERE AUTHOR AND YOU
Answer in the text. Answer NOT in the text.

Q#1:How does the think aloud strategy help Q-How could I incorporate a KWL chart into
students in the classroom? the classroom?
A-I can do so by starting with the classroom
A#1: Teachers clarify their understanding by and asking what do students already know
making their thinking explicit by verbalizing about the KWL chart, then asking them what
their thoughts while they read orally. we want to know (modeling it) and after the
lesson/activities, we fill out the third column
Q#2:How can you use reciprocal teaching to the what I learned and/or still need to learn.
model comprehension? Q2- How can we make a GRP more interesting
than just having them read and having them
A#2: By adjusting the task to support the answer questions about content?
students, lowering the demands of the task if A2- Students can create visual representations
there are any difficulties. Then slowly of the content that they read and include a few
withdrawing support, after having led dialogue short sentences that display their knowledge. In
(generated questions, summarizing, predicting the English classroom if there is a book that we
and clarifying). will read then I could find a trailer for the book
and present it then have them predict some
Q#3:What are discussion webs and how can events from the book.
they be incorporated into the classroom? Q3- Are there any other ideas that could help
with semantic mapping of ideas?
A#3: Are graphics that encourage students to A3- Students could go to a site where they can
engage the text and each other in a conversation create their own webs with ideas and share or
by prompting them to explore the text and build off of ideas of others. WorkFlowy works
consider different sides of an issue before they really well, and there are many free sites where
draw conclusions. students can do this, other than a google doc.
THINK & SEARCH ON MY OWN
Put it together. Don’t even have to read the text.

Q1-Comprehension guides are helpful but Q1- How could intra-act be used in the
what are they really helping students to classroom? Could it replace any existing
acquire? activity?
A- Students are acquiring the abilities to think A- It is going on the concept of reflective
about the text and read what is being presented discussion, so students would include their
to them, to interpret the text and what the text thoughts and feelings as to the content of the
means to say that was not “said”, as well as text. This could replace or be in the form of
thinking about the text beyond what was reading journals. Except this is going on the
written to form new ideas from the inferences basis of what they feel/think about what is
made when interpreting the text. going on.
Q2-What are some useful comprehension Q2- Directed reading-thinking activities, how
strategies that can help students be active when can they engage readers from the typical read
they read? and write?
A2- These can be changed from the manner in
A2- There are many strategies such as: think- which they are presented, the process has to
alouds, question-answer relationships (QARs), include prediction, verification, interpretation
and questioning the author (QtA). More and to some degree judgement. So this can
specifically: three level comprehension guides, make sure that students are actively
directed reading-thinking activities, intra-act, participating in their reading, whether it is
semantic mapping, guided reading procedure, predicting what will happen next in the story,
discussion web, and the KWL chart. to interpreting what is going on or why and
judging the actions of a character and if they
Q3- How can you modify/accommodate are justifiable.
research based instructional practices (QARs, Q3- Is there ever a time when scaffolding
reciprocal teaching, and think alouds), for should be weaned? Around what age group?
another discipline? (Scaffolding- breaking up learning in chunks
and then providing tools for each piece of
A3- information)

A3-