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Understanding QAR Strategy for Comprehension

This document outlines a strategy for teaching students to identify different types of comprehension questions based on where the information can be found. There are two main categories: information found in the text or from one's own knowledge. Questions can either have the answer clearly stated or require synthesizing multiple pieces of information or one's own knowledge. The strategy is demonstrated by reading a story aloud and having students complete a comprehension sheet, identifying the question types and generating new questions. Students then practice this strategy in small groups and reflect on how it helps improve their comprehension.

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Ania Lewandowska
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8 views2 pages

Understanding QAR Strategy for Comprehension

This document outlines a strategy for teaching students to identify different types of comprehension questions based on where the information can be found. There are two main categories: information found in the text or from one's own knowledge. Questions can either have the answer clearly stated or require synthesizing multiple pieces of information or one's own knowledge. The strategy is demonstrated by reading a story aloud and having students complete a comprehension sheet, identifying the question types and generating new questions. Students then practice this strategy in small groups and reflect on how it helps improve their comprehension.

Uploaded by

Ania Lewandowska
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOC, PDF, TXT or read online on Scribd

Explain the strategy.

Explain to students that there are essentially two kinds of information:


In the book: the answer can be found in the text In my head: the answer cannot be found in the text and must come from the readers' own experiences and knowledge

For each kind of information, there are two types of questions. se the !"# posters to highlight and discuss each question type.

In the book $%& #ight 'here: the answer is clearly stated in the text $(& 'hink and )earch: the answer is in the text, but the reader has to look for it and synthesi*e se+eral pieces of information

In my head $%& ,n -y ,wn: the answer can be found by synthesi*ing information that the reader already possesses

(.

$(& "uthor and -e: the answer is inferred in the text, but the reader must use a combination of information in the text and his or her own knowledge Demonstrate the strategy. .istribute the /omprehension )heet: The Story of Ruby Bridges and read the book aloud to students. 0eginning with the first question, which is an example of In the book11#ight 'here, demonstrate how you determine the question type. 'hen show students how you find the answer to the question in the text and fill in the answer on the comprehension sheet. .o the same with the second question, which is an example of In my head2"uthor and -e, and demonstrate your thought process. Fill in the answer to the second question on the comprehension sheet. 3hile demonstrating the strategy, show students how to generate new questions for each !"#. For example, generate a new question for In my head2,n -y ,wn and add it to the back of the comprehension sheet.

4.

Guide students to apply the strategy. "s a class, complete questions three and four on the comprehension sheet. 5a+e students decide the !"# for each question and explain their reasoning. 6enerate se+eral new questions as a class that reflect the different types of !"#s and add them to the back of the comprehension sheet. Practice individually or in small groups. .i+ide students into groups of three and ha+e them complete the rest of the comprehension sheet together. )tudents should identify the !"# for each question and then fill in the answer. "sk students to also generate two new questions and identify the !"#. Reflect. 6ather students as a whole class and discuss how the !"# technique helped them to better understand the text. 'alk about which types of questions required the most thought and how they identified the !"#. 5ow does understanding the !"# strategy help students comprehend information9 5ow can they apply this strategy on their own9

7.

8.

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