The Question Answer Relationship: How to Enhance Comprehension

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The Question / Answer Relationship...how to enhance comprehension.

The Question / Answer Relationship...how to enhance comprehension.

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  • 1. Question Answer RelationshipEnhancing ComprehensionModule 5
  • 2. Team AROSIE AMSTUTZJASON PRICEMEG TROHAGARY HANSENEMILY CAVENDISHSALLY PATTONJEN DODGEANDREW KRICKENBARGER
  • 3. QUESTION ANSWERRELATIONSHIP“Taffy Raphael developed QAR as a tool for clarifying how students can approach the task of reading texts andanswering questions. It helps them realize the need to consider both information in the text and informationfrom their own background knowledge. Without QAR instruction students often over rely on text informationor background knowledge.” http://www.readinglady.com/mosaic/tools/QARQuestionAnswerRelationshipTeachingChildrenWheretoSeekAnswerstoQuestions.pdf
  • 4. Why Use It? o QAR EXPLICITLY SHOWS THE RELATIONSHIP BETWEEN QUESTION AND ANSWERS CATEGORIZES DIFFERENT TYPES AND LEVELS OF QUESTIONS HELPS STUDENT TO ANALYZE, COMPREHEND, AND RESPOND TO TEXT CONCEPTS HELPS REFUTE THE COMMON MISCONCEPTION HELD BY STUDENTS THAT THE TEXT HAS ALL THE ANSWERShttp://www.readinglady.com/mosaic/tools/QARQuestionAnswerRelationshipTeachingChildrenWheretoSeekAnswerstoQuestions.pdf
  • 5. White Socks Onlyby Evelyn Coleman “When Grandma was a little girl in Mississippi, she sneaked into town one day. It was a hot day—the kind of hot where a firecracker might light up by itself. But when this little girl saw the “Whites Only” sign on the water fountain, she had no idea what she would spark when she took off her shoes and—wearing her clean white socks—stepped up to drink.” “Bravery, defiance, and a touch of magic win out over hatred in this acclaimed story by Evelyn Coleman. Tyrone Geter’s paintings richly evoke its heat, mood, and legendary spirit.” http://www.storylineonline.net/
  • 6. WHY THIS BOOK WASSELECTED This book was selected because it was readily available to all teammates via the world wide web. (Rosie) It has "big issues" that allow for questions that go beyond whats in the book. (Gary) It is a picture book suitable for middle school students and this affords us an opportunity to demonstrate how effectively picture books can be used in those grade levels. (Rosie) For me, as a middle/high school teacher, its closer to my experience. (Gary) It is a picture book that can be used to develop the questions needed to fit all the categories needed. (Rosie)
  • 7. QAR: White Socks OnlyIN THE BOOKQUESTIONS
  • 8. RIGHT THERE QUESTIONS:  The answer is in one place in the text. Words from the question and words that answer the question areoften "right there" in the same sentence.  What were three things the Chicken Man was known for in town?  Why did the girl (grandmother) hold her arms out to her sides when she was walking in to town?  Why did the girl (grandmother) walk faster when she passed the Chicken Man sitting on his front porch?  What simile does the girl (grandmother) use to compare the egg cooking on the side walk?
  • 9. RIGHT THEREContinued… What did the Chicken Man give to the little girl? What does the girl (grandmother) think the sign “Whites Only” means? When the black people continued to drink from the fountain, what did the angry white man do? Why didn’t the Chicken Man have to bend over very far to drink from the fountain? What did the girl’s (grandmother) mom say when the black people told her what happened in town?
  • 10.  How did the little girl (grandma) inspire other black people in the town?  What did the little girl (grandma) intend to do when she went into town?  What did grandmas mom mean when she said “I guess you can go to town by yourself now cause youre old enough to do some good?”  What does the author tell us that gives us an idea of the relations between white and black people when grandma was little?THINK AND SEARCH QUESTIONS:  The answer is in the text. Readers need to "think and search," or put together different partsof the text, to find the answer.  The answer can be within aparagraph, across paragraphs, or even across chapters, and books.
  • 11. THINK AND SEARCH…Continued…. How did the little girl know what her grandmother was going to say when she asked if she could go into town by herself? What triggered the grandmother to tell the story to her granddaughter? Who is the grandmother’s story about? What was the result of the grandmother drinking out of the “Whites Only” drinking fountain? Why did the little girl wait for a hot day? Why did the little girl take 2 eggs to town?
  • 12. QAR: White Socks OnlyON MY OWNQUESTIONS
  • 13. ON MY OWN QUESTIONS:  The answer is not in the text. Readers need to use their own ideas and experiences to answer thequestion.  What are some benefits of stories handed down through oral tradition like the one handed down by the grandmother in White Socks Only?  The grandmother tells the young girl she can not go into town alone until she is big enough to do some good there.  This is the same thing that her mother told her when she was a child.  Given the change in times, how do you think the young girl in the story might be able to do some good?  How might you be able to do some good if you were to ask your parents to go into town alone?
  • 14. ON MY OWN….Continued In real life, do you really think it is possible for children to inspire change?  If so, what kinds of things have you seen children inspire adults to do?  Why do you think adults are not moved to make change themselves?  More specifically, why do you think the adults in the book, never went to take a drink from the drinking fountain? In what circumstances have you had to stand up for someone or something?  Did other people come to your support as happened in the book?  If not, how would that have changed your conviction in what you were standing up for? In the story, the girl does not understand what she did wrong to elicit the negative reaction from the angry white man; therefore, the realization that she is not welcome by him and the group of white people is even more hurtful and confusing. In our classroom, how can we promote an environment where all classmates are valued and included and avoid having any one of us feeling hurt and confused as the girl in the story did when she felt unwelcome and unwanted by the group?
  • 15.  Looking at the picture on the cover, and reading the title, what do you think this book is about? What was the “Whites Only” sign all about?  Did these signs really exist?  When?  Why? How do you think it felt when the egg was slinking down [her] dress and legs?  (This could help put your students into the scene, and feel some of what the little girl is feeling.)AUTHOR AND ME:  The answer is not in the text.  To answer thequestion, readers need to think about how the text and what theyalready know fit together.
  • 16. AUTHOR AND MEContinued… Why was the white man going to whip the little girl? (Depending upon the age of the kids and how you are using the book, the man can represent the whole segregationist white south while the girl can represent the whole black race being oppressed at the time, or the discussion can be more narrowly about this specific incident.) Why do you think the author wrote a book about this topic?
  • 17. References http://www.readinglady.com/mosaic/tools/QARQuestionAnswerRelationshipTeachingChildrenWheretoSeekAnswerst http://www.storylineonline.net/ Forum discussions