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Super QAR for Test-wise Students

Super QAR for Test-wise Students. Taffy Raphael & Kathryn Au Senior Authors. Why the World Needs Super 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

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Super QAR for Test-wise Students

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  1. Super QARfor Test-wise Students Taffy Raphael & Kathryn Au Senior Authors

  2. Why the World NeedsSuper QAR. . .

  3. Increasing Accountability Pressures • No child left untested! • Mandated federal testing, grades 3-8 • Testing related to state and district standards

  4. 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

  5. Higher Level Thinking • Importance in the Global Community • Rising Standards • Most recent evidence: changes in the SAT (June 27, 2002 newspapers)

  6. 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

  7. 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

  8. 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

  9. In the Book Right 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.

  10. In My Head Author 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.

  11. Right There Think & Search Author & Me On My Own QAR: A Development Model In the Book In My Head Explanation Compare/Contrast Cause/Effect

  12. 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

  13. 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

  14. Teacher Resource Books

  15. Program Content • Formal lessons • Concept • Booster • Extension activities • Tips for just before the test

  16. 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

  17. Lesson Plan • Set the purpose • Model (includes thinking aloud) • Coach • Build Independence • Reflect

  18. Overhead Transparencies

  19. 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

  20. Lesson Plan • Set the Purpose • Model (includes thinking aloud) • Coach • Build Independence • Reflect

  21. Student Activity Book • Texts of different genres, subject areas • Space for writing questions, reflection, group work • Sample test items

  22. Student Book

  23. Strategy Posters Grade 6 Grade 3

  24. Student Bookmarks Grade 2

  25. Big Books -- Grade 1

  26. 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

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