Questions can be effective because they:
These can be organized into fiction and nonfiction text structures. For example, defining characters, setting, events, problem, resolution in a fiction story; however in a nonfiction story, main idea and details would be identified.
For example, staying in the sun too long may lead to a painful sunburn. Click here for more free graphic organizers. Answering questions Questions can be effective because they: Give students a purpose for reading Focus students' attention on what they are to learn Help students to think actively as they read Encourage students to monitor their comprehension Help students to review content and relate what they have learned to what they already know The Question-Answer Relationship strategy QAR encourages students to learn how to answer questions better.
Students are asked to indicate whether the information they used to answer questions about the text was textually explicit information information that was directly stated in the texttextually implicit information information that was implied in the textor information entirely from the student's own background knowledge.
There are four different types of questions: Who is Frog's friend? Toad "Think and Search" Questions based on the recall of facts that can be found directly in the text.
Answers are typically found in more than one place, thus requiring students to "think" and "search" through the passage to find the answer. Why was Frog sad? His friend was leaving.
Student's must understand the text and relate it to their prior knowledge before answering the question. How do think Frog felt when he found Toad? I think that Frog felt happy because he had not seen Toad in a long time. I feel happy when I get to see my friend who lives far away.
Reading the text may not be helpful to them when answering this type of question. How would you feel if your best friend moved away? I would feel very sad if my best friend moved away because I would miss her. Generating questions By generating questions, students become aware of whether they can answer the questions and if they understand what they are reading.
Students learn to ask themselves questions that require them to combine information from different segments of text. For example, students can be taught to ask main idea questions that relate to important information in a text. Recognizing story structure In story structure instruction, students learn to identify the categories of content characters, setting, events, problem, resolution.Question Answer Relationship (QAR) -- Student Question Stem Materials!
An effective reading strategy originally developed by Raphael & Au (), QAR supports student comprehension across multiple grade-levels and curriculum areas.
Comprehension strategies are sets of steps that good readers use to make sense of text. Comprehension strategy instruction helps students become purposeful, active readers who are in control of their own reading comprehension. The seven strategies here appear to have a firm scientific basis for improving text comprehension.
Reading Lesson Idea: QAR - A Reading Comprehension Strategy Description.
QAR stands for "Question-Answer Relationships", and is a strategy that helps students learn to answer reading comprehension questions.
QAR, Question Answer Relationship, is a powerful, research-based approach for improving reading comprehension that has been helping students become better readers for more than 20 years.
Free teaching tools including ideas, resources, strategies, and classroom management techniques learned during 33 years of teaching.
To view the details of an annotation, use the '+' sign to expand an entry. If an entry is in boldface, this indicates it is also a link; clicking on those words will open the associated link for your view.