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PE Blog - Read & Discuss Current PE Topics

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Using Question Techniques for Learning in PE [Interactive]

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Questioning techniques are vital to helping students to understand concepts and strategies within physical education. This podcast explores the importance of including questioning techniques as well as my top teaching strategy to allow for more natural questioning!

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The Frayer Model can be used to help teach content vocabulary.

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This strategy can be used when students are first learning new vocabulary and/or reviewing important vocabulary.

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1. The teacher would create and provide the Frayer Model for students to fill in.

2. The teacher determines the target concept which will go in the model of the square.

3. Then students fill in the four quadrants, which can be labeled characteristics, functions, examples, illustration, definition, or non-examples. These could change depending on the target concept.

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About this Strategy Guide

In this guide, you will learn how to use the Concept Circles strategy to support vocabulary development and comprehension of complex text.

Research Basis

In his discussion of the research basis around teaching students individual words, Graves (2007) notes that "vocabulary instruction is most effective when learners are given both definitional and contextual information, when they actively process the new word meanings, and when they experience multiple encounters with words. Said somewhat differently, vocabulary instruction is most effective when it is rich, deep, and extended" (p. 14). Concept circles (Vacca & Vacca, 2001) offer one such approach, giving students experiences with several key interconnected words from an academic reading.

Strategy in Practice

1. Carefully read through a complex piece of text that students will be asked to read and understand in an upcoming unit. Look for a handful of words or terms that bear a significant amount of the meaning of the text, that relate to one another in multiple ways in developing the text's main concept, and that have meaning that builds over the course of the text. From the article "Immortal Cells, Enduring Issues," which concerns the medical ethics around the use of patients' cells for medical research, you might select the concepts medical ethics (central concept), and informed consent, biospecimen, genetic medicine, and commodification (supporting words/terms).

2. Use the Concept Circles Handout to arrange vocabulary to support student understanding. Place the four supporting words/terms (informed consent, biospecimen, genetic medicine, and commodification) in the areas surrounding the central concept circle, leaving the center blank for students to determine through discussion and inference after reading. See the Sample Concept Circles Handout for an example of such an arrangement using the selected terms. Students should take notes and jot new understandings for each concept in the outer section of the circle; they will discuss and conclude the term from the text that is most central (and supported by the outer words) and place it in the center circle.

3. Before reading the text, share the Concept Circles Handout and elicit students' prior knowledge about the terms, providing any necessary clarification or additional prompting. Explain that they will use the space outside each of the four identified terms to take notes on their developing understanding of and interconnections among them.

4. Explain to students how they should read the text (read aloud to the group as students follow along, in small groups silently or aloud, or silently as individuals) and give them time to read, take notes, and discuss, as appropriate.

5. Support students in a discussion of the meanings of each of the key terms and how they relate to one another.

6. Ask students to share the central concept they feel relates all four terms and justify their conclusion. Coming up with the same central term as the one you selected (here, medical ethics) is not as important as the conversation around and justification of the terms they select.

7. Encourage students to use their completed Concept Circles Handouts to review meanings of key vocabulary or as the beginning of a written summary/response.

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Using Concept Circles to Develop Academic Vocabulary

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We have launched the new ReadWriteThink.org and we would love to get your feedback: Give Feedback About this Strategy Guide In this guide, you will learn how to use the Concept Circles strategy to support vocabulary development and comprehension of complex text.

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Concept Circles can help support students' vocabulary acquisition and their knowledge of concepts.

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This strategy can be used as an introduction to a concept and/or to review a concept.

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1. The teacher would display the concept circle that has three similar terms and one unrelated term.

2. Students, in small groups, would work together to identify which term doesn't belong.

3. Next, students would discuss with their groups what they think the overarching concept is based off the other three terms.

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Definition: The semantic feature analysis strategy uses a grid graphic organizer to help kids explore how sets of one things are related to another. By completing and analyzing the grid, students are able to see connections, make predictions and master important concepts. This strategy enhances comprehension and vocabulary skills.

Justification:
"Semantic Feature Analysis is another way to build conceptual knowledge, but in this case , students are prompted to focus on the relationship between terms" (Miller and Veatch, 2011). This strategy has been used a lot recently as a treatment for Aphasic Dysnomia. Therapy for Aphasia Dysnomia is includes semantic and phonologically-based tasks. A study done by Van Heesab, Angwinb, McMahonc, and Copland examined eight people with aphasia who each received 12 treatment sessions. Half of the sessions included semantically-based treatment task using the Semantic Feature Analysis. They saw improve in the people who participated in Semantic Feature Analysis. Their vocabulary and word use increased. ( Van Heesab, Angwinb, McMahonc, & Copland, 2013). In Billmeyer's book, Strategies to Engage the Mind of the Learner, she states the importance of using strategies to differentiate instruction. She does research on 92 strategies for before, during, and after reading. In her book she states that strategies, such as semantic feature analysis, need to be used to engage the mind of the learner and the importance of differentiation. When students use strategies for vocabulary it helps them deeper understand the term but also helps their comprehension as well as academic vocabulary. (Billmeyer, 2003). "Struggling readers and writers may lack this language-rich background or may need more explicit help to benefit from exposure to rich language and literacy experience" (Jennings, Caldwell, and Lerner, 2014).This statement represent the importance of incorporate vocabulary strategies to help struggling reader gain the understand and knowledge needed to be successful in literacy skills and development.

1. Select a category or topic

2. Provide students with key vocabulary words and important features related to the topic.

3. List vocabulary words down left hand column

4. List features of the topic across top row of the chart

5. Have students place a "+" sign in the matrix when a vocabulary word aligns and a "-" in the grid if it doesn't.

https://www.youtube.com/watch?v=w95EF3fW2lA References:
Anomic aphasia SFA session 1. (2012). [web video]. Retrieved from

Billmeyer, Rachel. (2003). Strategies to Engage the Mind of the Learner: Building Strategic Learners. Dayspring Printing: Omaha, NE: Dayspring Printing.

Jennings, J., Caldwell, J., & Lerner, J. (2014). Reading problems assessment and teaching strategies. Boston, MA: Pearson Education, Inc.

Miller, M., & Veatch, N. (2011). Literacy in Context (LinC): Choosing Instructional Strategies to Teach Reading in Content Areas for Students Grades 5-12. Pearson

Polygon Semantic Feature Analysis. (n.d). [image]. Retrieved form http://theculturallyresponsiveclassroom.weebly.com/semantic-feature-analysis.html

Semantic Feature Analysis. (n.d). [image]. Retrieved formhttp://fcit.usf.edu/fcat8r/home/references/additional-reading-strategies/semantic-feature-analysis.html

Semantic Feature Analysis. (2015).Reading Rockets. Retrieved from http://www.readingrockets.org/strategies/semantic_feature_analysis

Semantic Feature Analysis. (2015).Reading Rockets [image]. Retrieved from http://www.readingrockets.org/strategies/semantic_feature_analysis

Van Heesab, S., Angwinb, A., McMahonc, K, & Copland, D. (2013) A comparison of semantic feature analysis and phonological components analysis for the treatment of naming impairments in aphasia. Neuropsychological Rehabilitation: An International Journal.

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Definition: The semantic feature analysis strategy uses a grid graphic organizer to help kids explore how sets of one things are related to another. By completing and analyzing the grid, students are able to see connections, make predictions and master important concepts. This strategy enhances comprehension and vocabulary skills.

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Sematic Feature Analysis can be used to compare and contrast key terms by associating them with examples, functions, and characteristics.

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This strategy can be used to help students understand key terms and concepts.

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1. Teacher determines a topic to focus on.

2. Teacher lists as many terms or concepts on the left-hand column as desired.

3. Teacher lists terms on the top row which can be examples, functions, or characteristics.

4. Students will fill in the table with "+/-" depending on whether or not they think the term aligns.

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What?

Word webs are mind maps that promote active learning and help students develop higher-order thinking skills. Students map their thinking in a graphic organizer based on a Frayer model.1

When?

Before, during and after reading.

Word webs support student understanding by comparing and contrasting words and providing examples of word usage in context. The strategy helps learners acquire and use academic and domain-specific words (Tier Two and Three) and phrases.

Steps:

1. Choose your vocabulary words. From these, select words to model using a word web.

2. Chart or project words in a visible location.

3. Read the list of words aloud as a group.

4. Invite students to read the text and highlight the listed words as they encounter them.

5. Project the Frayer model or word web template. Model how to complete the graphic organizer for each word.

Place the target word in the middle of the diagram.

Return to the text and use context clues to determine the meaning of the word. Use a dictionary if the meaning cannot be determined from the context.

Identify synonyms for or examples of the word.

Identify antonyms for or non-examples of the word.

Draw a picture that represents the word.

6. Provide support for students as they practice with one or two words. Then, ask them to complete the graphic organizer on their own for several additional words.

English language learners

A completed word web reveals students' prior knowledge and how they make connections between words. It is useful to English language learners because it converts complex information into manageable chunks. To modify this strategy, allow students to use their native language or to draw a picture identifying the word in the center of the organizer.

Connection to anti-bias education

Word webs enhance students' ability to hear, appreciate and understand different perspectives through new vocabulary. By negotiating student-friendly definitions, illustrating characteristics of the word, and discussing examples and non-examples, students personalize their learning, a process essential to anti-bias and social justice education. Consider selecting these kinds of words for use in word webs:

Identity-centered or culturally affirming words (e.g., corn rows, tortilla)

Difficult or sensitive words (e.g., racism, atheism)

Words that describe power dynamics (e.g., gentrification, solidarity)

Words and terms that matter but are not in the central text (e.g., stop and frisk)

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Word webs are mind maps that promote active learning and help students develop higher-order thinking skills. Students map their thinking in a graphic organizer based on a Frayer model.1 Before, during and after reading. Word webs support student understanding by comparing and contrasting words and providing examples of word usage in context.

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Students can create their own word webs, work in small groups, or the teacher can have the whole class create a word web together.

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Word webs are great at activating students background knowledge. So, creating a word web prior to introducing a new topic would be a great idea. Word webs can also be used before, during, or after reading.

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1. The teacher displays a key word and then asks students a guiding question. For example, "Healthy" "What does it mean to be healthy?"

2. Students work in small groups and list words that are related to the guiding question. For example, students might say, "Happy", "Energy", "Eats well", "Exercise", "Sleep".

3. Teacher should address any assumptions and misconceptions.

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Updated on:

This concept map tutorial is to help you master the technique of using concept maps, whether it is for your education or for your business.

In this concept map guide, you will find insight into,

What is a Concept Map?

Concept maps are a graphical tool that is used to visualize meaningful relationships among concepts. It's used as a knowledge representation tool, meaning they basically represent the knowledge structure that we humans store in our minds about a certain topic.

Both simple and complex concept maps consist of two things: concepts and relationships among them.

Origin of Concept Maps

Concept maps were the outcome of a research done in the 1970s at Cornell University by Joseph Novak - an American Educator and Research Scientist - and his research team.

In order to study how children understand basic science concepts, they studied and interviewed many children. However, they found it difficult to identify the changes in the ways children understood science concepts with the detailed interview transcripts alone.

The need to find a better solution to represent children's conceptual understanding led to the development of the concept map in 1972.

Since then it has been used extensively not only in the fields of education and research but also in business.

The Key Characteristics of a Concept Map

Not all diagrams that have words/ phrases inside nodes are concept maps. Concept maps have specific characteristics that distinguish themselves from other diagrams that are used to represent knowledge. And they are,

Nodes

Nodes are the circles or the boxes that are used to represent a concept or an idea. These may vary in size, according to their hierarchy on the map; for example, more general nodes at the top of the map may be bigger than the more specific nodes that follow them.

Cross-Links

Concept maps consist of concepts in different domains. And the relationships between these different domains of knowledge are shown with cross-links.

Linking Words

Or linking phrases if it contains more than a word. These describe the type of relationship between the two concepts and appear on the line connecting them.

Hierarchical Structure

Usually, concept maps are organized hierarchically. This means the most general and inclusive concepts are placed at the top of the map. Those that are more specific are positioned below them. Accordingly, hierarchical concept maps are read from top to bottom.

However, the structure of a concept map is not limited to this structure, it could take a free-form approach too - starting from the center and spreading outwards.

Propositional Structure

A concept map illustrates a set of meaningful propositions about a topic.

Every two concepts (in some cases more than two,) along with the linking phrases, form a meaningful sentence, otherwise known as a proposition.

For example, in the following concept map, the concepts "Relationships" and "Connectors and linking words" are connected by the linking phrase "Are represented by". When connected, this forms the proposition "Relationships are represented by connectors and linking words".

Focus Question

Generally, a concept map should be woven around a focus question, which is the problem or the issue the concept map seeks to resolve. The better the focus question, the richer the concept map will be.

Underlying Theory

Concept maps are based on Ausubel's Assimilation theory. This is built around the fact that new knowledge can be learned effectively by linking it to what is already known. Concept maps are seen as a methodological tool of this theory.

How to Draw a Concept Map

You can either draw a concept map on a piece of paper or on a concept mapping software. Either way, stick to the following steps when you are drawing one.

Step 1: Pick a Topic

The first step is to identify a topic you need to study with your concept map. This could be an idea, a question or an issue.

For example, let's say you are interested in SEO or Search Engine Optimization.

Step 2: Do a Quick Brainstorm

What are the facts, ideas, concepts, themes, queries etc. that come to your mind when you think about this topic? Note these down as you brainstorm around the topic you have selected. Remember to keep these as concise as possible.

Step 3: Start to Draw the Map

It's recommended to start a concept map from the top and develop it downward, although you can put down your topic at the center and expand it outwards. Either way make sure that the central topic stands out from the rest (use a bigger node, a different color etc.).

Step 4: Connect the Concepts

Now it's time to connect what you have brainstormed to the central topic and to each other. Remember, the more important the idea, the closer it should be to the top or the center.

As you identify these connections put down the linking words or phrases to indicate the relationship between the two concepts you are linking.

Once the direct connections between concepts have been identified, look for crosslinks that link together concepts from different areas or domains.

Step 5: Anything Missing?

Scrutinize what you have created to make sure that you haven't missed anything and that the relationships you have identified make sense.

Free, Editable Concept Map Templates

Here are some concept map diagram templates you can edit right away on Creately. Click the image to open it in the editor. Make changes according to your needs and export them as images, PNG, PDF, or JPEG.
Template 1 Template 2 Template 3
Uses of Concept Maps

Although first introduced to the field of education, concept maps have gained popularity across a number of other fields over the last few decades.

Concept Maps in Education

In the field of education, concept maps are used as both a learning tool and an evaluation tool to assess student learning.

Foster meaningful learning by helping create connections between what students already know and new knowledge they acquire

Organize knowledge around a subject for quick analysis

Assess students' understanding to see where their knowledge needs improvement

Conduct effective brainstorming around a topic

Present complex concepts in an easily digestible way

Organize instructional material for courses or curricula

Can be used as a basis for discussion among students

Help identify valid and invalid ideas held by students

Help promote creative and critical thinking among students

Can be used as an alternative to traditional note-taking and writing assignments

Concept Maps in Business

By design, concept maps are apt for business analysis. In the field of business, concept maps are popularly used to preserve, generate and share knowledge.

To facilitate team brainstorming sessions to come up with new strategies, new business concepts etc.

Support creative and result-oriented approach towards business development

Can be used as a systematic way to share expert business ideas, insights etc. with others

Help with planning and drafting business documents, business presentations etc.

Concept Maps in Qualitative Research

Concept maps in qualitative research are used as a methodical research strategy.

Can be used to plan a research project

Can help reduce voluminous text-based data into a manageable form without losing the meaning

Identify interconnections between concepts in a study and analyze themes

Analyze the information provided by interviewees in a study; help the researcher maintain the meaning of the interview

Present findings in an effective way

Concept Mapping Best Practices

Stick with the Hierarchical Structure

Concept maps organized according to the hierarchical structure are easier to read. As the most general concepts go at the top and the more specific ones coming below them, it can easily be read from top to bottom.

Keep a Single Root Concept

A concept map can have two root concepts, but limiting it to one helps the learner easily identify how concepts are constructed. On the other hand, having two root concepts may make it confusing.

Color Code Your Concept Maps

Colors help distinguish concepts in different domains immediately. This does not only make it easier to read the map but when it comes to recalling information, color coding plays a vital role.

Make Sure Linking Phrases Make Sense

Two concepts and a linking phrase should make a meaningful sentence. This could be a word, phrase or sometimes even a symbol such as + or %. In any case, make sure that your concept map reads well.

Always Base Your Concept Map on a Focus Question

Having one single question to answer will help you better structure your concept map and keep yourself from deviating from your focus.

Link to Further Resources

If you are drawing your concept maps with a concept mapping software, you have the ability to make it more resourceful. When mentioning concepts, you can add active links to your concept maps allowing the reader to study the idea more thoroughly.

Feed Back on the Comprehensive Concept Map Tutorial

In this concept map tutorial we have covered, everything - whether you are a stranger to concept mapping or have used it before - you should know when it comes to concept map diagrams. If you are ready to go ahead and draw your concept map, start with the Creately Concept Map Maker.

And don't forget to leave your feedback!

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Concept Map Tutorial: How to Create Concept Maps to Visualize Ideas

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Updated on: This concept map tutorial is to help you master the technique of using concept maps, whether it is for your education or for your business. In this concept map guide, you will find insight into, Concept maps are a graphical tool that is used to visualize meaningful relationships among concepts.

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Students can work in small groups to create a hierarchical concept map. They can organize key vocabulary related to a specific concept or category on cardstock so that students utilize their visually and kinesthetic parts of their brain.

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This strategy could be used to help activate prior background knowledge. This strategy could also be used to have students demonstrate conceptual associations and relationships.

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1. Teacher determines overarching concept.

2. Teacher lists a second row of concepts (two to four) below the overarching concept.

3. Students work in small groups to come up with words that are related to the different concepts.

4. Organize the map according to the relationships between concepts.

5. Students can add information to the map as they gather new information throughout the unit.

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"List-group-label is a form of semantic mapping. The strategy encourages students to improve their vocabulary and categorization skills and learn to organize concepts." (Reading Rockets, 2015). The...

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List-Group-Label (LGL) works well in conjunction with concept circles. LGL can help students improve their vocabulary and categorization skills and learn how to organize concepts.

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LGL is a great vocabulary tool to use to activate prior background knowledge. It works well after using a concept circle or a word brainstorming activity.

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Determine a Main Concept: The teacher selects a topic for students to ponder.

List: Students would work in small groups and brainstorm as many words as they can that relate to the topic. Create a master list of the words.

Group: Students work in small groups and determine subcategories that the words can be grouped in.

Label: Students try to come up with a label for the groups of words. (Teacher might have to help determine subcategories).

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Anticipation Guide | Classroom Strategy | Reading Rockets

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An anticipation guide is a comprehension strategy that is used before reading to activate students’ prior knowledge and build curiosity about a new topic. Before reading, students listen to or read several statements about key concepts presented in the text; they’re often structured as a series of s…

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Anticipation Guides can help get students excited about a topic and set a purpose for their reading. Students responses to the statements can help the teacher find out what areas might students need the most support in.

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You can use anticipation guides prior to reading. They can also be used to bring closure to students' reading by reviewing the statements.

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1. Identify Important Concepts

2. Create Three to Six Statements

3. Model the Anticipation Guide

4. Small Group Discussion on Each Statement

5. Read Aloud or Independently and Revisit Statements

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Teaching Styles In Physical Education | The PE Project

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Spectrum of Teaching Styles · Mosston & Ashworth · Student-Centered · Productive · Guided Discovery · Convergent · Divergent Production · How to Teach PE · Pedagogy

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Students work in pairs, one doer and one observer. The observer provides feedback during and after the doer performs an activity.

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This strategy can be used when students are learning a new skill. The teacher can provide a skill card with critical elements to the skill. Students would work in pairs to help each other learn the new skill by providing feedback.

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Students work in pairs and take turns observing and providing feedback. Students have a skill card that includes the critical elements related to a specific skill.

1. Students observe as their partner throws them the Frisbee.

2. After 3-minutes of practice students meet in the middle and discuss.

3. Students provide feedback based on their partners performance and the critical elements to the Frisbee throw.

4. Students make corrections based on their partners observations and students practice throwing the Frisbee again for 3-minutes.

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Students explore a task and then the teacher asks a question. Then students discuss with a partner and/or small group. Then students can go back to the activity and use their new information to refine their activity.

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This would be good to use when teaching about different game tactics and strategies.

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Explore a Task: Students play a doubles match in pickleball.

Ask a Question: The teacher asks a question that gets students thinking about their offensive and defensive strategies.

Discuss: Students discuss, with their partner, potential offensive and defensive strategies to use.

Refine: After the discussion, students implement their strategies to try to improve their performance.

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Often times, when students have trouble answering questions about a text, it is assumed that they did not read the text or were not paying close enough attention while reading. For many students, however, this is not the case. They did read or listen, they are just unsure of how to locate information within the text to help them answer the question posed. Students need to be explicitly taught how to recognize the questions being asked and how to locate the information to help them answer.

One approach that can help students do this is the Question-Answer Relationship (QAR) strategy (Raphael, 1982, 1984). This strategy teaches students how to distinguish the types of questions they are being asked and how to find the answers to those questions. According to Raphael and Au (2005), the QAR framework provides a clear language for readers to use when talking about the reading. QAR empowers students to build an understanding of the text while using literal and higher-level thinking skills.

The Four Types of Questions in the QAR Strategy

Right There: A literal one-answer question with information clearly provided in the text. Readers are prompted to look within the text for key words or phrases used in the question to find the answers. The answers provided will be very similar as there is often one best answer.

Think and Search: This type of question can be answered using information from within the text, but it is not clearly located in one spot. Readers need to think and search several sections of the text to find pieces of information and then piece them together to come up with an answer.

Author and Me: Answers to these questions are not found solely in the text. Using information from the text and their own background and experiences, readers will make inferences to help answer the question. While the answer is not clearly in the text, the reader does need to read it to fit it all together. The answers will be more varied, as readers are using their own experiences to build their ideas.

On My Own: The answer is not found in the text. This type of question requires readers to use their background or prior knowledge and own ideas to answer the question. The answers provided will be less dependent on the text and more dependent on the reader's experiences and knowledge. There will be a great deal of variance between answers.

How Do I Teach the QAR Strategy to My Students?

With minor adjustments, Question-Answer Relationship instruction can be implemented with all grade levels and across content areas. In early elementary classrooms, teachers may focus on questions provided by the text, the "Right There" and "Think and Search" questions. Instruction may contain strategies in identifying if the question is found in one place in the text, or if the student has to search a variety of locations to identify the answer. As students progress and learn to identify the "Right There" and "Think and Search" questions, teachers may introduce strategies to identify "Author and Me" and "On Your Own" questions during the intermediate grades. Students are taught to identify how to determine if the answer is in the book, or if they need to draw on their own experiences and opinions to answer. Teachers also will spend time teaching key identifiers to determine from where the answer will come, thus increasing students' understanding of how questions are written and where the answer can be located.

Researchers agree that explicit instruction is an effective practice and can help all students, especially those struggling with comprehension, develop the necessary set of skills to tackle a variety of texts (Archer & Hughes, 2011; Fielding, Kerr, & Rosier, 2007; Stevens, Van Meter, Garner, & Warcholak, 2008; Torgesen, 2004). Ripley, Blair, and Nichols (2009) state that "explicitly teaching reading means imparting new information to students through meaningful teacher-student interactions and teacher guidance of student learning" (p. 126). For the QAR strategy to be effective and become a part of students' comprehension strategies, teachers must provide immediate feedback on identifying the type of question being asked, how to find information, and how to answer the question, using Duke and Pearson's (2002) explicit teaching model (see Figure 1 below). Let us look in detail at how to apply the explicit teaching model to the QAR strategy.

Figure 1. Explicit Teaching Model

This figure summarizes the explicit teaching model as described by Duke & Pearson (2002).

An Explicit Description of the Strategy

Using age-appropriate language, explain the QAR strategy, including the four different types of questions and when and how to identify and answer each type when reading. Introduce each question type individually in a short explicit lesson. While learning each question type, students should only be responsible for identifying the type(s) they have learned.

Modeling the Strategy in Action by Both the Teacher and Students

Select a short passage, identify a set of questions for each question type, and write down both the questions and answers (see guide below under "Supplemental Materials for Teachers"). These questions will be used during your short lessons that focus on each question type. After reading the passage to the students, model how you would identify the type of question and provide an answer. Make your thought process visible to the students as you walk them through the process of deciding how to identify the correct type of question.

You will need to teach each type of question and how to find the answers for your students. You may also need to model several examples of the same types of questions and answers as you slowly have students participate in helping you determine question type and possible answers.

In order to provide examples, we will use The Three Little Pigs as the example text. After reading the story on your own and coming up with your example questions, take each question type one at a time and think aloud with students through the questions and answers as you read the story aloud with the students (teacher dialogues is in italics below).

Right There Example Question
A "Right There" question will have words that are both in the question and the answer. With this type of question, we know that we need to look right in the text for the answer. I can skim the text I just read to find key words included in the question that will help me find the answer. The answer is in one place. I can find it and point to it. A "Right There" question is one that will be found in the book. Now that we know what a "Right There" question is, let us try and answer one. "What did the wolf do at the first pig's house?" I am going to use the clue words "What did the wolf do ..." to help me answer my question. Now, I am going to skim the text and look for key words about the wolf and the first pig's house. I can see in the text where the wolf "huffed and puffed and blew the first pig's house down." That answers my question about what the wolf did at the first pig's house. He huffed and puffed and blew it down. This is a "Right There" question because I can find the answer right in the text.
Think and Search Example Question
A "Think and Search" question is a lot like a "Right There" question, except I cannot find my answer in one spot. I need to think about what is being asked and search the text to put together my answer from different parts of the text. Though I will have to search through the different parts of the text to find my answer, there will be key words from the question in the text that will help me answer the question. A "Think and Search" question is one that will be found in the book. Now that we know what a "Think and Search" question is, let us try and answer one. "What type of house did each pig build?" There are some clues that help me know this is a "Think and Search" question and not a "Right There" question. I know that the question is asking me to think about the house that each pig built, so I know I will need to search the text in several places to find the answer. I will not find the answer in one spot like a "Right There" question. This "Think and Search" question requires me to skim multiple parts of the book to find the answer. I am going to search for each pig and see if I can find what kind of house they built. After searching, I found that the first pig builds a house of straw. The second pig An "Author and Me" question is a question that cannot be answered by looking only in the text. An "Author and Me" question involves an answer that will be found in your head. To answer this type of question, you need to use what you read in the text (the author) and what you already know (me). When you use the text and what you already know, you start to fit ideas together to come up with an answer. You need to read the text and understand it to make connections to what you already know to answer "Author and Me" questions. Now that we know what an "Author and Me" question is, let us try and answer one. "Do you think it is okay for the first two pigs to move in with the third pig after their houses were blown down by the wolf? Why or why not?" After reading this question, I know that there is not An "On My Own" question is a question that cannot be answered by looking in the text. The question involves an answer that will be found in your head. "On My Own" questions can be answered using my own ideas and experiences. I do not have to be familiar with the text to answer this type of question. Now that we know what an "On My Own" question is, let us try and answer one. one right answer that can be found in the text. The words "why or why not" help me know that this question is asking about my own ideas. I know from reading the text that the two pigs moved in with the third pig after their houses were blown down, but it did not tell me if it was okay for the pigs to do that. To answer this question, I need to use my own experiences or ideas to decide if that is okay or not. I cannot find that answer only in the text. It is more in my head. I am going to have to use clues from the text and my own ideas to come up with an answer. I remember reading about the momma pig telling her sons to work hard and not take the easy way out. I think the third pig was the only one to listen to his mom and so his house was the safest. I do not think it was fair for the other two pigs to just go to his house and expect him to let them in when they did not try their best. To answer this question, I had to use clues from the story and my own ideas to come up with an answer. a house of sticks, and the third pig a house of bricks. I had to search and find my answer in the text.
Author and Me Example Question

On My Own Example Question

"What kind of house would you pick to live in if you had a choice?" This question does not have one right answer. It is a question that does not require me to know that much about the story "The Three Little Pigs." Again, I can see that the question is asking about my own ideas so I know I cannot find this answer in the text. It is an "On My Own" question. I will have to use my own ideas to answer this question. Like the third pig, I want a safe house to live in, but I also want a fun house. I have seen pictures of amazing luxury or fancy tree houses. They look like they are strong and would last for a long time. Living in one of those houses would be great fun. You would be close to nature but still safe and comfortable in your fancy house. I answered the question on my own. The text did not really help me find my answer. It was my own ideas and opinions. (Editor's Note: This type of question is not text-dependent and, therefore, is not aligned with college and career readiness standards. However, it is one of the QAR types and encourages creative thinking.)

Working Collaboratively to Use the Strategy in Action

After modeling each question type, read a new passage with the students, present them with a series of questions, work with them to identify the types of questions, and determine how to find the answers. To begin, guide students with more teacher support until eventually, they are ready to apply the strategy on their own. Slowly, begin to step back or release responsibility for learning to the students. You may ask a question, prompting students to give you the category it fits under. Then together you may come up with possible answers.

For example, as you continue to read The Three Little Pigs, you may ask students a question, help them determine the type of question, and then how to find the answer(s):

"What type of house did each pig build?" Help me decide what type of question I am asking [Provide students the question type names and have them help you decide]. This question has a few key words that help me know I can find the answer in the text, but I am going to have to search for it. What type of question do we need to look for our answer in multiple parts of the text? That's right, a "Think and Search" question. When we have a "Think and Search" question, we know that we need to look in the text to find our answer. We may have to look in several different places. Help me look back in the book and see if we can find the different houses each pig built [Together as a class, you will search the book and come up with the correct answer of straw, sticks, and bricks].

Next, you may ask a question and have students work in small groups to decide on the question type and how to answer it. At each stage, it is important to help students develop the vocabulary to determine the type of question and provide information on how to answer it. Depending on the type of question asked, this could include comments about using key words, looking in different places for information, or using what students already know to help make a guess at what would happen next.

Independent Use of the Strategy

Once students can identify the question type and how to formulate answers, have them work with partners and eventually on their own to identify and answer questions. Students who can independently use the strategy should apply it without teacher prompts or support when asked a question or responding to a written question about a text they are reading, such as a test or workbook activity.

Developing students' question identification skills is an effective way to move them from passive participants to active meaning makers. Students will be able to identify the questions being asked, how to locate answers in the text, and draw from their own opinions and experiences. By doing so, their overall understanding of what is being asked, and thus their comprehension, will increase. Teachers who embrace the practice of teaching students to identify what types of questions they are being asked are preparing students to engage in a lifelong journey of seeking answers and broadening understanding through reading.

Supplemental Materials for Teachers

QAR Questions and Answers by Type: A guide to use when teaching students the QAR strategy to help teachers plan which questions to ask for the four question types and an answer that might be given.

References

Archer, A. L., & Hughes, C. A. (2011). Explicit instruction: Effective and efficient teaching. New York, NY: Guilford.

Duke, N. K., & Pearson, P. D. (2002). Effective practices for developing reading comprehension. In A. E. Farstrup & S. J. Samuels (Eds.), What research has to say about reading instruction (3rd ed., pp. 205-242). Newark, DE: International Reading Association.

Fielding, L., Kerr, N., & Rosier, P. (2007). Annual growth for all students: Catch-up growth for those who are behind. Washington, DC: New Foundation Press.

Raphael, T. E. (1982). Teaching children question-answering strategies. The Reading Teacher, 36(2), 186-191.

Raphael, T. E. (1984). Teaching learners about sources of information for answering comprehension questions. Journal of Reading, 27(4), 303-311.

Raphael, T. E., & Au, K. H. (2005). QAR: Enhancing comprehension and test taking across grades and content areas. The Reading Teacher, 59(3), 206-221. doi:10.1598/RT.59.3.1

Rupley, W. H., Blair, T. R., & Nichols, W. D. (2009). Effective reading instruction for struggling readers: The role of direct/explicit teaching. Reading & Writing Quarterly, 25(2-3), 125-138. doi 10.1080/10573560802683523

Stevens, R. J., Van Meter, P. N., Garner, J., & Warcholak, N. (2008). Reading and integrated literacy strategies (RAILS): An integrated approach to early reading. Journal of Education for Students Placed at Risk, 13(4), 357-380. doi: 10.1080/10824660802427611

Torgesen, J. K. (2004). Lessons learned from research on interventions for students who have difficulty learning to read. In P. McCardle & V. Chhabra (Eds.), The voice of evidence in reading research (pp. 355-382). Baltimore, MD: Brookes.

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Guide Students to Answers According to Question Type: The Question-Answer Relationship

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Often times, when students have trouble answering questions about a text, it is assumed that they did not read the text or were not paying close enough attention while reading. For many students, however, this is not the case.

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QARs can be used to help students with their reading comprehension. Students learn how to find information they need to comprehend based off the relationship between questions and answers. There are four types of answers to questions that can be found: Right There, Think and Search, Author and You, On Your Own.

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You could use this strategy before students prepare for and read the FitnessGram test. The teacher would have questions for students to answer that would help them understand the details of the FitnessGram test and why it's important.

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Explicit Description of the Strategy: The teacher explains how and when to use the strategy

Modeling: The teacher demonstrates how to use the strategy

Guided Practice: Students work in small groups using the strategy.

Independent Use: Students use the strategy without prompts from the teacher.

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https://www.edutopia.org/blog/pull-words-off-page-promote-understanding-lauren-bakian-aaker

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Word Web Examples | Using Word Webs for Vocabulary

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What is a Word Web? A word web is a graphic organizer that provides more information about a word. Word webs can help children learn new vocabulary words and connect those words to other words that they already know.

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Word webs are easy to understand and use.

They are also great at helping students activate their prior background knowledge.

This quick strategy can also help the teacher discover what students know and what they might need more support with.

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https://www.storyboardthat.com/articles/e/frayer-model

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The Frayer Model is easily adaptable.

When students include an illustration of the concept it stimulates multiple brain pathways which helps with comprehension.

Students can draw a picture or insert a picture from the internet or a magazine.

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Why I Believe QARs Are a Less Effective Strategy

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Why I Believe QARs Are a Less Effective Strategy

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This decision is made from the lens of a future physical education teacher.

I only see QARs useful in limited occasions in a physical education setting.

Time consuming if done in class.