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Day 2 Intervention

The question-answer relationship (QAR) strategy helps students understand different types of questions by teaching them that answers can be found by looking "Right There" in the text, requiring them to "Think and Search" across multiple parts of the text, drawing from their own experiences in relation to the text as in "Author and You" questions, or relying solely on their background knowledge as in "On My Own" questions. The strategy involves defining these four question types, modeling how to identify them, and providing practice applying QAR to texts.

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130 views4 pages

Day 2 Intervention

The question-answer relationship (QAR) strategy helps students understand different types of questions by teaching them that answers can be found by looking "Right There" in the text, requiring them to "Think and Search" across multiple parts of the text, drawing from their own experiences in relation to the text as in "Author and You" questions, or relying solely on their background knowledge as in "On My Own" questions. The strategy involves defining these four question types, modeling how to identify them, and providing practice applying QAR to texts.

Uploaded by

LJ Ureta
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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QAR is a questioning strategy that emphasizes that a relationship exists between the question, the text,

and the background of the reader. In this strategy, students are taught to use four question/answer
relationships (QAR’s) to find the information they need to answer the question.

1. The teacher introduces QAR and explains the four types of question/answer relationships (QAR’s).

2. The teacher models the QAR process by using a short reading passage. First read the story and
questions to the students. Then identify which QAR’s are evidenced through the questions given. Finally,
answer questions and discuss .

3. The teacher practices identifying the QAR’s with the class.

4. The teacher provides independent practice.

5. The teacher gradually increases the length and complexity of the texts used with QAR.

6. The students continue to use QAR throughout the year, across the curriculum in science, social
studies, health, etc.

QAR Descriptors

Think & Search – The answer is in the selection, but students need to put together different pieces of
information. The answer is found in more than one place. This is the most common QAR on the FCAT.

Right There – The answer is in the text and is usually easy to find. The information is found in one place.
This QAR is seldom used on the FCAT.

Author & You – The answer is not explicitly stated in the text. They need to think about what they
already know, what the author tells them in the text, and how it fits together. This QAR is not often used
on the FCAT.

On My Own – The answer is not text-based. Students may be able to answer the question without
reading the selection by using their own experiences and background knowledge. This QAR is not used
on the FCAT.

Question-Answer Relationship (QAR)

The question–answer relationship (QAR) strategy helps students understand the different types of
questions. By learning that the answers to some questions are "Right There" in the text, that some
answers require a reader to "Think and Search," and that some answers can only be answered "On My
Own," students recognize that they must first consider the question before developing an answer.

Why use question–answer relationship?


It can improve students' reading comprehension.

It teaches students how to ask questions about their reading and where to find the answers to them.

It helps students to think about the text they are reading and beyond it, too.

It inspires them to think creatively and work cooperatively while challenging them to use higher-level
thinking skills.

How to use question–answer relationship

1. Explain to students that there are four types of questions they will encounter. Define each type of
question and give an example.

Four types of questions are examined in the QAR:

Right There Questions: Literal questions whose answers can be found in the text. Often the words used
in the question are the same words found in the text.

Think and Search Questions: Answers are gathered from several parts of the text and put together to
make meaning.

Author and You: These questions are based on information provided in the text but the student is
required to relate it to their own experience. Although the answer does not lie directly in the text, the
student must have read it in order to answer the question.

On My Own: These questions do not require the student to have read the passage but he/she must use
their background or prior knowledge to answer the question.

2. Read a short passage aloud to your students.

3. Have predetermined questions you will ask after you stop reading. When you have finished reading,
read the questions aloud to students and model how you decide which type of question you have been
asked to answer.

4. Show students how find information to answer the question (i.e., in the text, from your own
experiences, etc.).

QAR provides four levels of


questions – Right There, Think and Search, The Author and You, and On Your Own – to indicate how the
question is related to the text. After reading the text below work with a partner to decide the question-‐
answer relationship for each

question .

The Story of Goldilocks and the Three Bears

Once upon a time, there was a little girl named Goldilocks. She went for a walk in the forest. Pretty soon,
she came upon a house. She knocked and, when no one answered, she walked right in.

At the table in the kitchen, there were three bowls of porridge. Goldilocks was hungry. She tasted the
porridge from the first bowl.

"This porridge is too hot!" she exclaimed.

So, she tasted the porridge from the second bowl.

"This porridge is too cold," she said

So, she tasted the last bowl of porridge.

"Ahhh, this porridge is just right," she said happily and she ate it all up.

After she'd eaten the three bears' breakfasts she decided she was feeling a little tired. So, she walked
into the living room where she saw three chairs. Goldilocks sat in the first chair to rest her feet.

"This chair is too big!" she exclaimed.

So she sat in the second chair.

"This chair is too big, too!" she whined.

So she tried the last and smallest chair.

"Ahhh, this chair is just right," she sighed. But just as she settled down into the chair to rest, it broke into
pieces!

Goldilocks was very tired by this time, so she went upstairs to the bedroom. She lay down in the first
bed, but it was too hard. Then she lay in the second bed, but it was too soft. Then she lay down in the
third bed and it was just right. Goldilocks fell asleep.

As she was sleeping, the three bears came home.


"Someone's been eating my porridge," growled the Papa bear.

"Someone's been eating my porridge," said the Mama bear.

"Someone's been eating my porridge and they ate it all up!" cried the Baby bear.

"Someone's been sitting in my chair," growled the Papa bear.

"Someone's been sitting in my chair," said the Mama bear.

"Someone's been sitting in my chair and they've broken it all to pieces," cried the Baby bear.

They decided to look around some more and when they got upstairs to the bedroom, Papa bear
growled, "Someone's been sleeping in my bed,"

"Someone's been sleeping in my bed, too" said the Mama bear

"Someone's been sleeping in my bed and she's still there!" exclaimed Baby bear.

Just then, Goldilocks woke up and saw the three bears. She screamed, "Help!" And she jumped up and
ran out of the room. Goldilocks ran down the stairs, opened the door, and ran away into the forest. And
she never returned to the home of the three bears.

THE END

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