QAR

1.  QAR

QAR, or "Question Answer Relationship", was developed by Taffy Raphael (1988) to help students understand the relationship between different types of questions and their (the students) use of the text to find the answers. This is because answers can be either explicit, implicit (implied), or not found in the text - depending upon the nature of the question.

The four basic question-answer relationships are:

1. Right There - The answer is found in a single sentence or phrase.
2. Think and Search - The answer is found in several sentences or phrases which are scattered throughout the text.
3. Author and You - The answer comes from connecting the overall information provided by the author with the reader's prior knowledge.
4. On My Own - The answer can be found only by using the reader's prior knowledge; no text is necessary.

QAR Guidelines and Sample Handout

• Questions-Answer Relationship
• Question-Answer Relationships

1. 2.    RAFT

A RAFT helps students process a reading by asking them to communicate information from a chosen point of view to an appropriate audience using the most effective product for their purpose. That was mouthful! It’s difficult to explain but once understood or seen in action it becomes a versatile and helpful way of ensuring all students understand and participate in the deconstructing of a text. The RAFT acronym stands for:

1. Role - the person or object to represented
2. Audience - a person or object addressed
3. Format - the type of communication for the chosen audience (spoken, written, video)
4. Topic - the point of view and content communicated (Hint: it should answer all the journalistic questions as appropriate - who, what, where, when, why, and how)

Sample RAFT Ideas and Example

• RAFT: Role, Audience, Format, Topic
• A Sample for writing

1. 3.    I Charts and Venn diagrams

The Inquiry Chart (I-Chart) is a strategy that enables students to generate meaningful questions about a topic and organize their thoughts and writing. Students integrate prior knowledge or thoughts about the topic with additional information found from the reading source(s). This instructional strategy fosters critical thinking and strengthens reading skills. I-Charts can be used with the entire class, small groups, or individual work. Here is an example: See a sample completed I-Chart.*

A Venn Diagram is a graphic organizer which allows students to compare concepts, ideas, people, events, and places by examining their similarities and differences. When used as a Post-Reading primary source strategy, students evaluate their findings in light of their investigative question.

Further Information and Venn Charts

• http://allaboutvenndiagrams (includes instructions and samples and templates)

1. 4.    History & News Frames

History and News Frames help students appreciate that history is simply stories we remember. They learn this by reading a primary source as if it were literature or a newspaper article. Students deepen understanding by creating story maps which analyze character, setting, plot, and themes or by answering the journalistic questions (Who? What? Where? When? Why? and How?, or the 5 Ws)

Further Information and History Frames Samples

• http://curry.edschool.virginia.edu/go/readquest/strat/storymaps.html

1. 5.    Compose the test

       

Preparing an actual test is a valuable tool in helping students decide the main purpose and the most relevant information given in an assignment.

Have each student write 1-2 test questions.  Compile these and actually create the test from students' questions.  Divide students into small groups and ask them to make a short test with 4 or 5 questions.  These tests are distributed around the class until each group has another groups' test to answer. They are handed back to the group who originated the test to be corrected.  Have the students compile a class test that you will use for future classes.  They can complete the questions individually or in groups.  The test they create can be a valuable tool in reviewing for the actual test. Guide them by giving several different examples of kinds of questions.

1. 6.    Three-Point Review

A three-point review is recommended as a post reading review strategy.  Students are placed in groups of three.  Two students are given a checklist of the words or phrases that represent major ideas and information in the chapter or section being studied.  The third student reviews the chapter and tells the other two students in his group everything he or she remembers about chapter.  (The third student does not have a checklist of the key words or phrases).

As student 3 recalls information, students 1 and 2 check it off on their sheets.  When student 3 can no longer recall information, students 1 and 2 ask questions based on the ideas not checked off their lists.  As student 3 answers these correctly, an X is placed next to the word or phrase.  The review is finished when all words on the checklist are marked or when student 3 can no longer answer questions and begs for freedom.

Student 3 is given a copy of the checklist and knows what information he is lacking and what information he needs to review. Rotate student numbers with each section or chapter studied.  This allows all students the opportunity of either asking or answering questions. This activity would take prep from the teacher, and require at least half a class to do – but is an effective (And surprisingly fun) way of engaging all students in post-reading activities.

Other variations: 

Have one student ask the question, a second student locate the answer, a third student write the answer 

1. 7.    Add-on Information

This strategy is not only useful as a review, but greatly improves listening skills. The entire class adds to existing information in this exercise.  Student 1 recalls a piece of information.  Student 2 repeats that information and adds another piece of information.  Student 3 repeats what was given by 1 and 2 and adds a third piece of information.  This continues until all class members have had an opportunity to contribute or beg for mercy.

1. 8.     How to Infer

Younger students sometimes have difficulty with critical thinking and making inferences. As we will see tomorrow, there are many different ways of drawing conclusions based on a reading. One fun way of helping students create internal text that comes from the external text is to ask them to bring their favourite comic strip to class and explain to classmates why it is funny. Have a class discussion which highlights the inference that we have to use in order to ‘get’ a joke. As illustration you can show funny bumper stickers in English.