Question / Answer Technique TechniqueQAR stand for Question-Answer Relationships It is a reading comprehension strategy developed to "clarify howstudents approach the tasks of reading texts and answeringquestions" (Raphael 1986).It helps students to become active, strategic readers. QAR shows youwhere information can be found "In the Text" or "In my Head."It then breaks down the actual question-answer relationships into fourtypes: (1) Right There, (2)Think and Search, (3) Author and You, and(4) On My Own.
Bloom’s Taxonomy Comparison Bloom’s Taxonomy QARKnowledge Right There questionsComprehension Think and SearchApplication Think and SearchAnalysis Author and You/MeSynthesis On My OwnEvaluation On My Own
How would I teach QAR in the classroom?• Begin by teaching the students the necessary vocabulary: Right There, Think and Search, Author and You, On My Own,• Show them how the 4 types of questions work• Guide students by having them identify different types of questions, make up their own question from a passage, and then answer them correctly.• Have students write and label the different types of questions followed by the correct answers.
My LessonINSTRUCTIONS: Read the section on otters carefully. Individually attempt to answer the first three questions as best you can basedon the information in the reading as well as your own experience. For the final “On Your Own” activity feel free to work with apartner. You may choose to simply write out a description, or you may use the blank paper and coloring pencils provided to drawyour exhibit. Remember you will be asked to explain to the class what you have included and why.RIGHT THERE: On which continents can otters be found? Europe, Asia, Africa, North and South AmericaTHINK AND SEARCH: How do baby otters get into the water for the first time?River otters have their young on land in a underground den. When the young are two months old, the mother pushes the reluctantyoung into the water. Sea otters actually give birth in the water. The mother then places the newborn on her chest while swimmingon her back and begins nursing the young.AUTHOR AND YOU: Why do you think the presence of humans would cause the otter, which normally hunts in the day, to hunt atnight?The author describes some of the effects humans have had on otter populations, but he or she does not describe exactly whyhuman presence would lead otters that normally hunt in the day to hunt at night. Students will hopefully be able to describe humanactivity disturbing the otters and scaring them away from their normal hunting grounds. Since human activity in the outdoors is morelimited at night, the otters may experience less interference at night.OWN MY OWN: You may work with a partner for this question. If you had to design a place for otters to live at a zoo, what wouldyou include and why? You may just write out your description or you may use the blank paper and coloring pencils provided to drawa detailed picture. When everyone is finished you will each describe to the class what you included in your design and why it isimportant.Responses here can, and should, vary. Some essentials would be a swimming area, a piece of dry land, a place to dig a den or aman-made den/shelter, slides for the otters’ amusement, and fish or other food.
STANDARDS National StandardsE.A.2Understandings about scientific inquirya. Scientific investigations involve asking andanswering a question and comparing the answer with SC-06-3.5.1 Students will explain that biologicalwhat scientists already know about the world. change over time accounts for the diversity ofb. Scientists use different kinds of investigations species developed through gradual processesdepending on the questions they are trying to over many generations.answer. Types of investigations include describing Biological adaptations include changes inobjects, events, and organisms, classifying them; and structures, behaviors, or physiology thatdoing a fair test (experimenting). enhance survival and reproductive success in a particular environment.d. Scientists develop explanations using observations(evidence) and what they already know about theworld (scientific knowledge). Good explanations arebased on evidence from investigations.e. Scientists make the results of their investigationspublic; they describe investigations in ways to thatenable others to repeat the investigations.f. Scientists review and ask questions about theresults of other scientists’ work.
Hmmmmm???Will all 5-9 grades be tested for readingcomprehension in our content area each year, orwill it be more of the content itself?How will QAR be used in Math? There are notvery many books or texts for them to completethe 4 steps. Will this be be tested over as well?
Bibliography. "Reading in the Content Areas." Reading Educator. N.p., n.d. Web. 6 Feb 2013. <http://www.readingeducator.com/content/science/skills.htm>.National Geographic Society. (1981). Book of Mammals, Volume Two. Washington, DC: Special Publications Division.pp. 420-425.Richardson, J. S. and R. F. Morgan. (2000). Reading to Learn in the Content Areas, Fourth Edition. Belmont, CA:Wadsworth/Thomson Learning. pp. 153-190.Smith, Khalid, perf. Asking and Answering Questions for Reading Comprehension . N.p., 27 Aug 2011. web. 6 Feb2013. <http://www.youtube.com/watch?v=RKPf2sfW7ckKinniburgh, Leah, and Edward Shaw Jr. "Using Question–Answer Relationships to Build Reading Comprehension inScience." Heldref Publications. Winter 2009: 19-27. Print.Reading, Lady. "Teaching Children Where to Seek Answers to Questions." Question Answer Relationship. (2012): 1-14.Web. 6 Feb. 2013. <http://www.readinglady.com/mosaic/tools/QARQuestionAnswerRelationshipTeachingChildrenWheretoSeekAnswerstoQuestions.pdf>.Raphael, . "Teaching Kids to Read and Helping Those Who Struggle." Reading Rockets. (20013): n. page. Print.<http://www.readingrockets.org/strategies/question_answer_relationship/>.Raphael, T.E., & Au, K.H. (2005). QAR: Enhancing comprehension and test taking across grades and content areas.The Reading Teacher, 59, 206-221.