QAR+Reading+Strategy

 =//#3 QAR Reading Strategy - During Reading-Constructing Strategy// = · Rationale: o This reading strategy will help students understand different levels of questions and the relationships between questions and their answers. It will help students because there are times in which students respond to questions put forth to them with a literal answer or by saying that the answer is not in the book. Therefore, the student says they can’t find it and can’t answer it. The QAR strategy has four levels of questions/answer relationships. They include: Right There; Think and Search; You and the Author; and On Your Own. It also provides students with an additional way to understand their own thinking processes and develop their metacognitive abilities. This strategy also helps me teach students to answer questions by thinking about their thinking which is to help them develop their metacognitive awareness. This leads to development of their critical thinking skills and it helps them be in control of their own learning. · Courses in which it could be implemented: o This reading strategy can be implemented in all content areas I believe. It will help teachers help students to respond to questions through an organized process thereby making the story or text more understandable. It also helps teachers teach students to increase their metacognitive awareness. · Diverse learners: o Explain what learning styles or background of student may benefit most from this strategy. All students can benefit from the QAR reading strategy because it can be used with all levels of text. The struggling students would use the text level they are comfortable with, while the text reading levels are higher with regular and accelerated learners. Question/answer takes place at all levels of learning and this strategy is just another one that can be helpful for students across the board.

· Procedure: 1. I introduce QAR using a visual aid and a short selection to demonstrate the relationships. 2. I model identifying and answering questions at each level of QAR. 3. With my guidance, students practice identifying and answering questions at each of the levels. 4. Students then apply QAR to the reading of their regular texts. EXAMPLE: Where is the answer? (1.) Right There! (The answer is found in the text. The words in the question can usually be found in the same sentence with the answer.) (2.) Think and Search! (The answer is in the text, but the words are probably not in the same sentence. You must read the text, look for ideas that you can put together, and think about what the author is saying.) (3.) You and the author! (The author of the text gave you some ideas and made you think, but you must figure out what you know and use it to answer the question.) (4.) On Your Own! (You must apply what you know and what you have learned to answer the question.) I could use this with the short non-fictional story “Running Brook of Horror” on page 574 in the McDougal Littell Language of Literature Book, 8th grade Basal: Tina's Own Development, (2008). Students will read passages from a short story, “A Running Brook of Horror” by Daniel P. Mannix. P 574
 * 1) 10 QAR Design Application

“Right There Questions” 1. “What are some details in this first paragraph that draw the reader into the story?” 2. “What attitude does Grace have regarding her animals?”

“Think and Search Questions” 1. “Retell details of this passage on page 578-579 that heighten the tension of the narrative.” 2. “Explain why, if snakes are deaf, Grace talks to them.”

“Author and You Questions” 1. “Why do you think the author organizes this selection so that his account of Grace Wiley’s early life and career comes at the end?” 2. “Do you think Grace was careless or reckless around her snakes?”

“On My Own Questions” 1. “Why do you think some people are drawn to activities that others think are unusual or dangerous?” 2. “Should there be laws prohibiting personal ownership of venomous snakes?”  · Potential Issues: o <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman';">There may be some problems with students or readers who are at a lower level and if they experience difficulty, teachers may want to introduce only one level of questioning at a time, before introducing the next level. Then there may be more confusion with 4 question types, rather than just 3. Therefore, a teacher may want to use three levels of question/answer relationships. They may include: Right There; Think and Search; and Author and Me. · References (Bibliography Information & Cross reference the Resource Binder):

<span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman';">Stephens, E.C.& Brown:, J. E. (2005). A Handbook of Content Literacy Strategies: 125 Practical Reading and Writing Ideas. //Stratregies for Constructing.// (pp. 127-128). Norwood, MA: Christopher-Gordon.

McDougal Littell Publishing Series. (2003). 8th grade Language of Literature Book Reading Series. //Mannix, Daniel P., “A Running Brook of Horror.//” (p. 574.) Evanston, IL: Houghten-Mifflin.

(**All Cross Referenced in the E-portfolio Content Area Reading 465 Reading Strategies Resource Binder.)

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