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Super QARfor Test-wise Students
Taffy Raphael & Kathryn Au
Senior Authors
Why the World NeedsSuper QAR. . .
Increasing Accountability Pressures No child left untested! Mandated federal testing, grades 3-8 Testing related to state and district
standards
The Challenge
To meet two goals– Prepare students to perform well on tests– Keep quality of education high
• Higher level thinking• Reading comprehension• Rich Content
Higher Level Thinking
Importance in the Global Community Rising Standards Most recent evidence: changes in the
SAT (June 27, 2002 newspapers)
SAT Revision for 2005
25-minute essay question to be added– Plus multiple choice grammar / usage items
Verbal section renamed “critical reading”– Drop analogies section– Add short prose passages to test reading
Math section– Add questions from 3rd year high school algebra
Concern for Students
Present emphasis on basic skills All students can also benefit from
instruction in higher level thinking In general, students of diverse
backgrounds have few opportunities for such instruction
QAR - Question Answer Relationships Research-based A strategy to promote higher order
thinking An approach to test preparation A language for talking about questioning
activities
In the BookRight There: A “detail” type of question, where words used to form the question and words that answer the question are often “right there” in the same sentence.
Think & Search: The answer is in the text, but readers have to “think & search” to find the answer; sometimes within a paragraph, across paragraphs, or even chapters.
In My HeadAuthor and Me: The information to answer the question comes from my background knowledge, but to even make sense of the question, I’d need to have read and understood the text.
On My Own: The question relates to the text, but I could probably answer this one even if I had never read the text. All the ideas and information come from my background knowledge.
QAR: A Development Model
In the Book In My Head
Right There Think & Search Author & Me On My Own
Explanation Compare/Contrast
Cause/Effect
Research-Based
• Studies published in leading refereed journals
• Raphael, T. E., (1986). Teaching question-and-answer-relationships, revisited. Reading Teacher, 39(6), 516-522.
• Raphael, T. E. & Wonnacott, C. A. (1985). Heightening 4th grade students' sensitivity to sources of information for answering comprehension questions. Reading Research Quarterly, 20(3), 282-296.
• Raphael, T. E. & Pearson, P. D. (1985). Increasing students' awareness of sources of information for answering questions. American Educational Research Journal, 22, 217-236.
• Raphael, T. E., & McKinney, J. (1983). An examination of 5th and 8th grade children's question answering behavior: An instructional study in metacognition. Journal of Reading Behavior, 15, 67-86.
• Referenced in all major reading textbooks
• Described in numerous professional resources
Program Content
Comprehension strategy focus– Fiction and nonfiction across the curriculum– Metacognition
Preparation for all test formats– Multiple choice– Short answer– Extended response
Activities for partners, groups, whole class
Teacher Resource Books
•Formal lessons•Concept•Booster
•Extension activities•Tips for just before the test
Program Content
Phases of Instruction
Phase 1: Concept Lessons teach students QAR.
– Grade 1 = 10– Grades 2 - 8 = 5
Phase 2: Booster Lessons promote application– Grade 1 = 5– Grades 2 - 8 = 8
Lesson Plan
Set the purpose Model (includes thinking aloud) Coach Build Independence Reflect
Overhead Transparencies
Phases of Instruction
Phase 1: Concept Lessons teach students QAR.– ..Grade 1 = 10– Grades 2-8 = 5
Phase 2: Booster Lessons promote application.– Grade 1 = 5– Grades 2-8 = 8
Lesson Plan
Set the Purpose Model (includes thinking aloud) Coach Build Independence Reflect
Student Activity Book
Texts of different genres, subject areas Space for writing questions, reflection, group work Sample test items
Student Book
Strategy Posters
Grade 3 Grade 6
Student Bookmarks
Grade 2
Big Books -- Grade 1
Why Use QARs?
Leads to quality instruction in core comprehension skills
Builds confidence among students in question-asking and question-answering situations
Provides a language to talk about comprehension strategies
Provides a language to talk about test requirements