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QAR: Question-Answer Relationship

This strategy gets students thinking beyond the text by asking questions. After reading a text, students will create four questions (with answers) that prove they read the story.  They must create questions that the answers can be found: in the text, and not in the text. Students will use the chart below to structure their questions; they must also provide answers. This strategy is geared towards advanced learners because of higher level thinking. It works well because it requires students to be knowledgeable enough about the text to create questions with viable answers.

I will teach students this strategy by modeling with a simple and familiar text. We will then practice in small group or individually using their current library or guided reading book. I will assess student ability to use this strategy successfully by looking at the relationship between the question and answer.

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Exit Tickets

Exit tickets are a strategy that gives the teacher very important information regarding student retention of the information taught. In this case, exit tickets can be used to determine if a student has comprehended a story, chapter, or book. Using exit tickets on Google Classroom is a way to engage students and encourage comprehension. This tool works well because the comprehension exit ticket can be broken up into sections and you can add a variety of questions including short answer and multiple choice. This works well for students who struggle with writing because the iPad/Chromebooks allow for spell check. This feature alleviates the stress of having to spell words correctly which can interfere with the main focus of the exit ticket.

Teaching this strategy will again be done with a familiar text read together as a class. By doing this students become familiar with the procedure and how to complete the form/exit ticket. Assessing this form is quite easy because there is a "quiz" feature that allows for points to be given for correct answers.

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Summarizing

Using Somebody-Wanted-But-So-Then allows students to summarize story events. This a great strategy to use when you want students to think about the story in a concise manner. This works well for students because if they cannot answer the questions quickly, they need to go back and reread. It works best for all students who are at every level, because as the teacher you can choose the amount of information that is required for each question, or you can allow the students to make that choice.

Somebody asks the question: Who is the main character?
Wanted asks the question: What did the character want?
But asks the question: What was the problem?
So asks the question: How did the character try to solve the problem?
Then asks the question: What was the resolution to the story?

While this may see like a strategy for post-reading, I often have my students complete this chart as we read a story. This helps them to organize the story in a way that is clear and makes sense to them. They are free to record one word answers, sentences, paragraphs or even pictures, so long as they are then able to write a one paragraph summary of the story at the end (this becomes my assessment for effectiveness of this tool).

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Thinking Maps- Sequencing

Thinking maps help to organize thoughts, especially when reading. Using a flow map while reading a story will help students to organize the sequence of the story. Students can use this graphic organizer to record the beginning, middle, and end of a story in the larger boxes. They would then use the smaller boxes to record details that are connected to those events. This strategy works for students during reading because they are able to record the events easily without having to spend a lot of time writing all the details. They can simply jot down a brief explanation of the even with a few supporting details. This strategy seems to work the best for ELL and lower learners because they are able to draw pictures in the box rather then getting caught up on writing about the event.

I will teach this strategy to students using a familiar text such as The Three Pigs. We will complete the graphic organizer together as we read the story, stopping at the the beginning, middle, and end to record our thoughts. Assess students' ability to use this tool successfully will depend on if they can sequence events of the story in the correct order, supporting their choices with details from that portion of the story.

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Think-Pair-Share Predictions

Using a Think-Pair-Share with Predictions is a great way to encourage students to think about the text they are going to be reading. To use this strategy students will need to first think on their own and predict what will happen in the story, this should take about 30 seconds. Next the students will need to pair up (teacher selected or student selected buddy) and work together to come up with and agree upon one prediction based on their own individual responses, this should take about 1 minute. Students will then share their combined predictions with the class, this should take about 5 minutes (give or take a minute depending upon the size of your class). This strategy works well for students who lack confidence in developing their own answers. By working together with another student they are able to get confirmation in their own answer or they are able to change their answer before sharing out in front of the group.

Teaching this strategy to students will require teaching transitions between thinking, pairing up, and sharing. To do this I will give my students an easy question such as favorite snack or treat. Students then follow the same process as mentioned above to share answers with the whole class. I may do this a few times, each time increasing the difficulty of the question. To assess if students have mastered this strategy I will look for their ability to think quietly, work well with a partner, and share in front of the group.

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KWL Chart

A KWL chart is used to help students organize their information.  They use it to break up information on a topic into three categories: what they already Know, what they Want to know, and what they Learned. KWL charts can be used for a number of content areas, but when used in reading can help students make understanding and comprehending the text easier. Using this chart works for students because they are able to visually organize the information without being overwhelmed. All students will benefit from using this tool, however it works best for ELL students because they are able to jot down a few words or phrases, and even draw pictures.

I will teach this strategies to students using a familiar text that we have read together as a class. We will fill out each section of the KWL and then students will be able to refer to this completed chart when created one of their own. I will assess student accuracy when using this chart by whether or not the students completed each section according to the questions being asked: What do I already Know? What do I Want to know? What did I Learn?