I do not use QAR right now. However, I can see the benefit of this system, especially with my students who seem to utilize On My Own almost exclusively! I have several students with reading comprehension goals who would benefit from QAR strategies. I will introduce, model, and allow practice of QAR in my book club groups!
I do not currently teach my students QAR, but after learning more about it, I can definitely see the value in bringing it into my classroom. QAR helps students understand that different types of questions require different types of thinking, which is especially helpful in middle school when students often assume every answer should be found directly in the text. I plan to start using QAR by explicitly teaching the four categories—Right There, Think and Search, Author and Me, and On My Own—and modeling how to identify each during shared reading or problem-solving. I think this strategy will help students build stronger comprehension skills and become more confident in choosing appropriate strategies when answering questions. It also encourages metacognition, which is a skill that transfers well into math, especially when students need to decide whether the answer comes from the problem itself or from their reasoning. Implementing QAR will give students clearer structure and help them approach questions more intentionally.
Corinna Thompson I hate to say that I don't or haven't used QAR. I thought there were some good points, I'm just not certain how to use it with Kindergarten/First Grade Students. I mainly use direct instruction, which QAR could be implemented into my lessons. In the lower grades, we concentrate on learning the sounds, and how to read. Those comprehension questions we ask are very direct. I think by utilizing QAR it would improve their comprehension skills. I could do this my modeling what it is I am expecting, after I present the concept, and then allow enough time for their learning. I think the classroom discussion would be greatly improved by using QAR.
I hate to say that I don't or haven't used QAR. I thought there were some good points, I'm just not certain how to use it with Kindergarten/First Grade Students. I mainly use direct instruction, which QAR could be implemented into my lessons. In the lower grades, we concentrate on learning the sounds, and how to read. Those comprehension questions we ask are very direct. I think by utilizing QAR it would improve their comprehension skills. I could do this my modeling what it is I am expecting, after I present the concept, and then allow enough time for their learning. I think the classroom discussion would be greatly improved by using QAR.
I think these strategies lend themselves best to any class where a student does some reading on their own. These are very similar to text-self, text-text, and text to world questions when making connections.
I already use these strategies- to a certain extent- in my 7th grade reading class. I could probably use, implement, and model the QAR questions in multiple classes to improve comprehension. I do believe they encourage student participation and help with attention and interest in the text.
I haven't and wouldn't use QAR in a high school math class, other than when we work on story problems to find key words to make an equation. He talks about using student's background knowledge to answer questions. I try to relate story problem questions to everyday life to make them easier.
Do you already teach your students QAR? If so, please share some tips for those of us who haven’t. If not, how and why will you start? (Or won’t you?)
I am loving the idea of adding QAR process. I currently teach American History for Struggling Readers. This idea, I believe, can increase reading comprehension. It will help the students engage with the material and connect their own lives and experiences. The different types and preselected questions with modeling is a powerful tool. I have these student for an entire year so this process will be something that I will be able to build out from the beginning of the year through the end.
Based on the podcast, I do think I teach QAR. In art, there are times when there is a specific correct answer (what is red and yellow mixed together?). Other times, questions might be like, "What color do you think of when you're in love?" or "What's your favorite subject to draw or paint, and why?" For art, there is a lot of questions and ways to answer them, and I felt all 3 help lead to higher level thinking.
I have not taught QAR directly, but I feel I use parts of it in my class. Too often my students want to find the answers as the bold face words or the highlighted text. I usually have to explain to them that they have to take a step further and use what we discussed in class and previous lessons to draw a conclusion. I continually tell them the answer is not the bold face print--I need to use the QAR terminology instead.
I do not currently do QAR within my class. I feel like this is something that I could start implementing, as many of my students need to practice reading. With technology, my students are so used to be able to Google answers and getting an answer within seconds. I also cannot have students answer questions as they read if the text is on their computer because they will also just have the computer search for a word in the text and they will skim until they find their answers. QAR looks like a great opportunity to get my students to really read the materials, generate questions and better understand what they are reading.
I am not using QAR right now and don't plan to start with my math classes. We often do story problems and 90% of the time, students needs to look for key words in the problem to help them solve it.
I wouldn’t say I teach QAR in my PE classes, but after watching the podcast, I realized I use parts of it all the time without naming it. Students ask a lot of “Right There” questions like reps or time, but when we talk about fitness goals, recovery, or heart rate, they have to think deeper and connect the information to their own bodies. QAR definitely helps put a label on that type of thinking.
Instead of using QAR with reading, I see myself applying it during movement and reflection. Some answers are right in front of them, while others require them to think back on how their body felt, how hard they worked, or why they chose a certain workout. Using QAR language helps students understand that PE still requires thinking, not just movement, and that awareness is a big part of lifelong fitness.
The study guides I use in my junior high reading class do include the four types of QAR questions. However, I think explaining the different types of QAR questions and modeling for students how to answer them would be really beneficial as well. Giving them this knowledge and expecting them to use the process will help them engage with the text and rely on it in order to come up with the correct response.
I do not use QAR in my class and I don't plan to start using this method in my high school class. We do extend our learning to real life scenarios that students may see in the future but I do not relate to the student's own personal experience. Many of the things we discuss, a majority of the students will not have any personal experience with yet but will in the future.
I use QAR in my classroom in the subject of math with my students when solving story problems. I read the story aloud to students, I have them think about the problem, and then I ask QAR questions aloud. I allow students to use cubes as a support to help them see visually what’s happening in the story problem, but also have them draw a picture.
I'm not sure but may be already doing this. I ask students open ended questions to get them thinking a little more. I like when we can have a group conversation about the lesson and students are responding and asking questions. The other day when we were going over a topic, a boy really seemed to be engaged and was asking meaningful questions about the subject. I was impressed because he doesn't usually do that.
I have not explicitly taught QAR to my 2nd graders, although I think it'd be very easy to do. We read stories together every day during whole group reading and small group reading. I of course ask them questions along the way (typically the right there QAR), but I've never put a name to it or taught them how to do it. I like the idea of modeling each type of QAR and utilizing the 4 different ones all year long, not just for a lesson. It's definitely something I'd like to try to be better at. In 2nd grade we really push fluency. Our kids can read fast, but they can't comprehend.
I have not used QAR as much as I should, I do agree it is a very beneficial way to help students to think and help them with their reading skills. I want my students to understand deeper questions and be able to infer answers that may not be directly within the text that they are reading so I thihk I will bring this back into my lessons and hopefull give students a better understanding of the material we are covering.
I have not taught Question Answer Relationships (QAR) because I teach ECSE students who are still developing foundational communication and early learning skills. At this level, we focus more on basic language development, following directions, and simple question-and-answer interactions. However, I could begin introducing very simple forms of questioning by asking “who,” “what,” or “where” questions during stories or activities. This would help build the early skills students need before learning more structured strategies like QAR later on.
Do you already teach your students QAR? If so, please share some tips for those of us who haven’t. If not, how and why will you start? (Or won’t you?)
I do not use QAR. Teaching elementary physical education does not require me to have student reading texts. My focus is more on playing games, getting students moving, and teaching students how to cooperative, be good teammates, and also be good opponents.
Do you already teach your students QAR? If so, please share some tips for those of us who haven’t. If not, how and why will you start? (Or won’t you?)
Although I am not technically using QAR, I do ask many questions of my students. Some of them fall into the QAR format, so with just a bit of tweaking, I could adapt my questions into QAR. Many of my questions are the 'right there' questions in science; however, I like to ask more in-depth questions that make students think more, not just find the answer in the text, but apply what they know from real life that would also apply.
I need to look deeper into QAR as a strategy as it applies to high school students, but I think I already do it without really calling it that with my sophomores and with my juniors. I rarely ask Right There questions in the sense that the exact words that the students need to answer the questions are in front of them, but there are times where I have them return to a particular sentence or a particular phrase to analyze, which I suppose is a variation of this type of question. I ask them to do Think and Search all the time when they make inferences, draw conclusions, and even figure out the message the author is trying to send. We get deep into Author and You when they analyze craft choices and reflect on the significance, and I'd say I give them an Own My Own question at least every day, sometimes to verbally answer and other times to actually respond in writing.
Darn it. I need to look deeper into QAR as a strategy as it applies to high school students, but I think I already do it without really calling it that with my sophomores and with my juniors. I rarely ask Right There questions in the sense that the exact words that the students need to answer the questions are in front of them, but there are times where I have them return to a particular sentence or a particular phrase to analyze, which I suppose is a variation of this type of question. I ask them to do Think and Search all the time when they make inferences, draw conclusions, and even figure out the message the author is trying to send. We get deep into Author and You when they analyze craft choices and reflect on the significance, and I'd say I give them an Own My Own question at least every day, sometimes to verbally answer and other times to actually respond in writing.
I don't currently use QAR in my math classes, but after listening to the podcast, I realized that many of my students' "I don't get it" moments happen because they don't know where to look for information. Many students hunt for the first numbers they see, assuming every answer is right there on the page. In reality, most high school word problems require them to think and search where they have to pull data from a graph, a table, and the text all at once. I plan to start using QAR during my lessons to help students categorize their thinking. This should be especially helpful for students with reading goals.
I do not feel like I use QAR during my PE class, but when it comes to their body after a fitness test we do talk about the way the body feels and what we could do to better our scores and goals.
I don't currently use QARs as I'm not in a classroom - but I love this concept and want to use them with my 7 and 5 year old girls as we read together and work on homework... I think learning these concepts will help with their reading comprehension. I naturally default to "Right There" questions - but want to challenge myself to fold in the other types. I also think knowing these will help me help them with their homework.
I do not use QuestionAnswerRelationships but I like the fact that it teaches students how to ask questions, encourages students to think creatively and challenges them to use higher-order thinking skills. This is something that I could challenge myself to be more aware of in my lessons. I enjoy asking “author and you” questions within my health classes where students relate their learning to their own experiences. When students are able to draw real-world connections to the learning, I feel that it helps deepen the learning while also increasing engagement.
Yes -- I do, but I don't call it this. I talk about thinking and the levels of questioning we do. We talking about surface level and deeper-level questioning/ thinking. We talk about many of the concepts contained in the chapter, and I explain the skills we want students to learn in the English classroom. I also talk to students about WHY we are learning these skills because it adds into every other classroom in their educational journey. Learning to think, read, write, and question -- all of those skills empower students to succeed in their other studies.
“If it is worth asking one student, isn’t it worth asking them all?” Hack 1 gives a variety of ways to assume all hands are up. Which idea(s) do you plan on implementing with your own students?
I do not use QAR right now. However, I can see the benefit of this system, especially with my students who seem to utilize On My Own almost exclusively! I have several students with reading comprehension goals who would benefit from QAR strategies. I will introduce, model, and allow practice of QAR in my book club groups!
ReplyDeleteI do not currently teach my students QAR, but after learning more about it, I can definitely see the value in bringing it into my classroom. QAR helps students understand that different types of questions require different types of thinking, which is especially helpful in middle school when students often assume every answer should be found directly in the text. I plan to start using QAR by explicitly teaching the four categories—Right There, Think and Search, Author and Me, and On My Own—and modeling how to identify each during shared reading or problem-solving. I think this strategy will help students build stronger comprehension skills and become more confident in choosing appropriate strategies when answering questions. It also encourages metacognition, which is a skill that transfers well into math, especially when students need to decide whether the answer comes from the problem itself or from their reasoning. Implementing QAR will give students clearer structure and help them approach questions more intentionally.
ReplyDeleteCorinna Thompson
ReplyDeleteI hate to say that I don't or haven't used QAR. I thought there were some good points, I'm just not certain how to use it with Kindergarten/First Grade Students. I mainly use direct instruction, which QAR could be implemented into my lessons. In the lower grades, we concentrate on learning the sounds, and how to read. Those comprehension questions we ask are very direct. I think by utilizing QAR it would improve their comprehension skills. I could do this my modeling what it is I am expecting, after I present the concept, and then allow enough time for their learning. I think the classroom discussion would be greatly improved by using QAR.
I hate to say that I don't or haven't used QAR. I thought there were some good points, I'm just not certain how to use it with Kindergarten/First Grade Students. I mainly use direct instruction, which QAR could be implemented into my lessons. In the lower grades, we concentrate on learning the sounds, and how to read. Those comprehension questions we ask are very direct. I think by utilizing QAR it would improve their comprehension skills. I could do this my modeling what it is I am expecting, after I present the concept, and then allow enough time for their learning. I think the classroom discussion would be greatly improved by using QAR.
ReplyDeleteI think these strategies lend themselves best to any class where a student does some reading on their own. These are very similar to text-self, text-text, and text to world questions when making connections.
ReplyDeleteI already use these strategies- to a certain extent- in my 7th grade reading class. I could probably use, implement, and model the QAR questions in multiple classes to improve comprehension. I do believe they encourage student participation and help with attention and interest in the text.
I haven't and wouldn't use QAR in a high school math class, other than when we work on story problems to find key words to make an equation. He talks about using student's background knowledge to answer questions. I try to relate story problem questions to everyday life to make them easier.
ReplyDeleteDo you already teach your students QAR? If so, please share some tips for those of us who haven’t. If not, how and why will you start? (Or won’t you?)
ReplyDeleteI am loving the idea of adding QAR process. I currently teach American History for Struggling Readers. This idea, I believe, can increase reading comprehension. It will help the students engage with the material and connect their own lives and experiences. The different types and preselected questions with modeling is a powerful tool. I have these student for an entire year so this process will be something that I will be able to build out from the beginning of the year through the end.
Based on the podcast, I do think I teach QAR. In art, there are times when there is a specific correct answer (what is red and yellow mixed together?). Other times, questions might be like, "What color do you think of when you're in love?" or "What's your favorite subject to draw or paint, and why?"
ReplyDeleteFor art, there is a lot of questions and ways to answer them, and I felt all 3 help lead to higher level thinking.
I have not taught QAR directly, but I feel I use parts of it in my class. Too often my students want to find the answers as the bold face words or the highlighted text. I usually have to explain to them that they have to take a step further and use what we discussed in class and previous lessons to draw a conclusion. I continually tell them the answer is not the bold face print--I need to use the QAR terminology instead.
ReplyDeleteI do not currently do QAR within my class. I feel like this is something that I could start implementing, as many of my students need to practice reading. With technology, my students are so used to be able to Google answers and getting an answer within seconds. I also cannot have students answer questions as they read if the text is on their computer because they will also just have the computer search for a word in the text and they will skim until they find their answers. QAR looks like a great opportunity to get my students to really read the materials, generate questions and better understand what they are reading.
ReplyDeleteI am not using QAR right now and don't plan to start with my math classes. We often do story problems and 90% of the time, students needs to look for key words in the problem to help them solve it.
ReplyDeleteI wouldn’t say I teach QAR in my PE classes, but after watching the podcast, I realized I use parts of it all the time without naming it. Students ask a lot of “Right There” questions like reps or time, but when we talk about fitness goals, recovery, or heart rate, they have to think deeper and connect the information to their own bodies. QAR definitely helps put a label on that type of thinking.
ReplyDeleteInstead of using QAR with reading, I see myself applying it during movement and reflection. Some answers are right in front of them, while others require them to think back on how their body felt, how hard they worked, or why they chose a certain workout. Using QAR language helps students understand that PE still requires thinking, not just movement, and that awareness is a big part of lifelong fitness.
The study guides I use in my junior high reading class do include the four types of QAR questions. However, I think explaining the different types of QAR questions and modeling for students how to answer them would be really beneficial as well. Giving them this knowledge and expecting them to use the process will help them engage with the text and rely on it in order to come up with the correct response.
ReplyDeleteI do not use QAR in my class and I don't plan to start using this method in my high school class. We do extend our learning to real life scenarios that students may see in the future but I do not relate to the student's own personal experience. Many of the things we discuss, a majority of the students will not have any personal experience with yet but will in the future.
ReplyDeleteI use QAR in my classroom in the subject of math with my students when solving story problems. I read the story aloud to students, I have them think about the problem, and then I ask QAR questions aloud. I allow students to use cubes as a support to help them see visually what’s happening in the story problem, but also have them draw a picture.
ReplyDeleteI'm not sure but may be already doing this. I ask students open ended questions to get them thinking a little more. I like when we can have a group conversation about the lesson and students are responding and asking questions. The other day when we were going over a topic, a boy really seemed to be engaged and was asking meaningful questions about the subject. I was impressed because he doesn't usually do that.
ReplyDeleteI have not explicitly taught QAR to my 2nd graders, although I think it'd be very easy to do. We read stories together every day during whole group reading and small group reading. I of course ask them questions along the way (typically the right there QAR), but I've never put a name to it or taught them how to do it. I like the idea of modeling each type of QAR and utilizing the 4 different ones all year long, not just for a lesson. It's definitely something I'd like to try to be better at. In 2nd grade we really push fluency. Our kids can read fast, but they can't comprehend.
ReplyDeleteI have not used QAR as much as I should, I do agree it is a very beneficial way to help students to think and help them with their reading skills. I want my students to understand deeper questions and be able to infer answers that may not be directly within the text that they are reading so I thihk I will bring this back into my lessons and hopefull give students a better understanding of the material we are covering.
ReplyDeleteI have not taught Question Answer Relationships (QAR) because I teach ECSE students who are still developing foundational communication and early learning skills. At this level, we focus more on basic language development, following directions, and simple question-and-answer interactions. However, I could begin introducing very simple forms of questioning by asking “who,” “what,” or “where” questions during stories or activities. This would help build the early skills students need before learning more structured strategies like QAR later on.
ReplyDeleteDo you already teach your students QAR? If so, please share some tips for those of us who haven’t. If not, how and why will you start? (Or won’t you?)
ReplyDeleteI do not use QAR. Teaching elementary physical education does not require me to have student reading texts. My focus is more on playing games, getting students moving, and teaching students how to cooperative, be good teammates, and also be good opponents.
Do you already teach your students QAR? If so, please share some tips for those of us who haven’t. If not, how and why will you start? (Or won’t you?)
ReplyDeleteAlthough I am not technically using QAR, I do ask many questions of my students. Some of them fall into the QAR format, so with just a bit of tweaking, I could adapt my questions into QAR. Many of my questions are the 'right there' questions in science; however, I like to ask more in-depth questions that make students think more, not just find the answer in the text, but apply what they know from real life that would also apply.
I need to look deeper into QAR as a strategy as it applies to high school students, but I think I already do it without really calling it that with my sophomores and with my juniors. I rarely ask Right There questions in the sense that the exact words that the students need to answer the questions are in front of them, but there are times where I have them return to a particular sentence or a particular phrase to analyze, which I suppose is a variation of this type of question. I ask them to do Think and Search all the time when they make inferences, draw conclusions, and even figure out the message the author is trying to send. We get deep into Author and You when they analyze craft choices and reflect on the significance, and I'd say I give them an Own My Own question at least every day, sometimes to verbally answer and other times to actually respond in writing.
ReplyDeleteDarn it.
ReplyDeleteI need to look deeper into QAR as a strategy as it applies to high school students, but I think I already do it without really calling it that with my sophomores and with my juniors. I rarely ask Right There questions in the sense that the exact words that the students need to answer the questions are in front of them, but there are times where I have them return to a particular sentence or a particular phrase to analyze, which I suppose is a variation of this type of question. I ask them to do Think and Search all the time when they make inferences, draw conclusions, and even figure out the message the author is trying to send. We get deep into Author and You when they analyze craft choices and reflect on the significance, and I'd say I give them an Own My Own question at least every day, sometimes to verbally answer and other times to actually respond in writing.
Ugh. Forgot my name the first time and when I tried to repost with my actual name, I forgot it again. My apologies!
DeleteI don't currently use QAR in my math classes, but after listening to the podcast, I realized that many of my students' "I don't get it" moments happen because they don't know where to look for information. Many students hunt for the first numbers they see, assuming every answer is right there on the page. In reality, most high school word problems require them to think and search where they have to pull data from a graph, a table, and the text all at once. I plan to start using QAR during my lessons to help students categorize their thinking. This should be especially helpful for students with reading goals.
ReplyDeleteI do not feel like I use QAR during my PE class, but when it comes to their body after a fitness test we do talk about the way the body feels and what we could do to better our scores and goals.
ReplyDeleteI don't currently use QARs as I'm not in a classroom - but I love this concept and want to use them with my 7 and 5 year old girls as we read together and work on homework... I think learning these concepts will help with their reading comprehension. I naturally default to "Right There" questions - but want to challenge myself to fold in the other types. I also think knowing these will help me help them with their homework.
ReplyDeleteI do not use QuestionAnswerRelationships but I like the fact that it teaches students how to ask questions, encourages students to think creatively and challenges them to use higher-order thinking skills. This is something that I could challenge myself to be more aware of in my lessons. I enjoy asking “author and you” questions within my health classes where students relate their learning to their own experiences. When students are able to draw real-world connections to the learning, I feel that it helps deepen the learning while also increasing engagement.
ReplyDeleteYes -- I do, but I don't call it this. I talk about thinking and the levels of questioning we do. We talking about surface level and deeper-level questioning/ thinking. We talk about many of the concepts contained in the chapter, and I explain the skills we want students to learn in the English classroom. I also talk to students about WHY we are learning these skills because it adds into every other classroom in their educational journey. Learning to think, read, write, and question -- all of those skills empower students to succeed in their other studies.
ReplyDelete