Contents · Contents IntroductIon by taffy ... lEsson 3: Author & Me/On My Own QARs. . . . . . . . . . . . . . . . . . . . . . . . . . . 30 ... (Companion Folder)redlo (Companion

Contents

IntroductIon by taffy E. raphaEl and Kathryn h. au . . . . . . . . . . . . . . . . . . . . . . . . . . 4

lEsson 1: In the Book/In My Head QARs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 InformatIonal passagE: “sports across amErIca”

lEsson 2: Right There/Think & Search QARs . . . . . . . . . . . . . . . . . . . . . . . . . 23 InformatIonal passagE: “sports across amErIca”

lEsson 3: Author & Me/On My Own QARs . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 InformatIonal passagE: “sports across amErIca”

lEsson 4: QAR and the Reading Cycle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 InformatIonal passagE: “sports across amErIca”

lEsson 5: Predicting With Informational Text . . . . . . . . . . . . . . . . . . . . . . . . . 42 InformatIonal passagE: “nutrItIon now!”

lEsson 6: Predicting With Narrative Text . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48 narratIvE passagE: “thE casE of thE cat food cassErolE” . . . . . . . . . . . 54

lEsson 7: Drawing Inferences With Informational Text . . . . . . . . . . . . . . . . . . 56 InformatIonal passagE: “plants of thE dEsErt” . . . . . . . . . . . . . . . . . . . 63

lEsson 8: Drawing Inferences With Narrative Text . . . . . . . . . . . . . . . . . . . . . 64 narratIvE passagE: “mIchaEl Is afraId of thE storm” . . . . . . . . . . . . . . 70

lEsson 9: Identifying Important Information in Informational Text . . . . . . . . . . 71 InformatIonal passagE: “lIncoln thE lEadEr” . . . . . . . . . . . . . . . . . . . . 77

lEsson 10: Summarizing Informational Text . . . . . . . . . . . . . . . . . . . . . . . . . . . 78 InformatIonal passagE: “lIncoln thE lEadEr” (sEE lEsson 9.)

lEsson 11: Identifying Important Information in Narrative Text . . . . . . . . . . . . . 84 narratIvE passagE: “an IrIsh talE” . . . . . . . . . . . . . . . . . . . . . . . . . . . 90

lEsson 12: Summarizing Narrative Text . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91 narratIvE passagE: “an IrIsh talE” (sEE lEsson 11.)

lEsson 13: Questioning With Informational Text . . . . . . . . . . . . . . . . . . . . . . . . 97 InformatIonal passagE: “amazIng amphIbIans” . . . . . . . . . . . . . . . . . . . 103

lEsson 14: Questioning With Narrative Text . . . . . . . . . . . . . . . . . . . . . . . . . . 104 narratIvE passagE: “gEt to Know Jan brEtt” . . . . . . . . . . . . . . . . . . . . 110

lEsson 15: Monitoring Comprehension of Informational Text . . . . . . . . . . . . . . 111 InformatIonal passagE: “IncrEdIblE InsEct mouths” . . . . . . . . . . . . . . . . 119

lEsson 16: Monitoring Comprehension of Narrative Text . . . . . . . . . . . . . . . . 120 narratIvE passagE: “thE pErfEct paradE: a math challEngE” . . . . . . . 128

QAR Comprehension Lessons: Grades 2–3 Kathryn H. Au & Taffy E. Raphael • Scholastic Teaching Resources

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4 QAR Comprehension Lessons: Grades 2–3 © Kathryn H. Au & Taffy E. Raphael • Scholastic Teaching Resources

Introduction by Taffy E . RaphaEl andKaThRyn h. au

QaR—Question Answer Relationships—is a categorization system detailing the relationship among a question, the text to which the question refers,

and the reader’s knowledge base. It can serve as a framework for comprehension instruction, as well as a pedagogical tool for improving teachers’ and students’ questioning abilities.

The QAR Comprehension Lessons books are designed to support teachers who wish to improve comprehension instruction in their classroom, teams of teachers within grade levels or departments who wish to build coherence into their comprehension instruction, and school staff members who are developing a coherent staircase comprehension curriculum. Current initiatives, such as widespread adoption of the Common Core State Standards, emphasize comprehension in learning across the disciplines and highlight the importance of helping all students reach high levels of achievement. Yet teaching comprehension and critical thinking about text, the raison d’être for reading, has challenged literacy educators for decades.

Although comprehension is one of the most critical outcomes for literacy instruction, teachers and students can’t see, touch, or examine it directly. Comprehension is famously elusive, and our goal in these books is to demystify its instruction.

Comprehension Strategies

Readers use an array of comprehension strategies to construct the author’s intended meaning (see Israel & Duffy, 2009). But what comprehension strategies should teachers focus on? Table 1 details similarities and variations in how comprehension has been described in widely cited reviews of research (e.g., Dole, Duffy, Roehler, & Pearson, 1991) and popular professional literature (e.g., Fountas & Pinnell, 2001; Hoyt, 2005). Our understanding of the research led us to emphasize the six strategies shown in Table 1.

QAR Comprehension Lessons: Grades 2–3 © Kathryn H. Au & Taffy E. Raphael • Scholastic Teaching Resources 5

In QAR Comprehension Lessons we teach routines to support comprehension through predicting, drawing inferences, identifying important information, summarizing, questioning, and monitoring. Despite slight variations in the way researchers have categorized comprehension strategies, these strategies and our approach to teaching them (see Au & Raphael, 2010; Raphael & Au, in press; Raphael et al., 2009) align with those of other contemporary literacy educators and researchers (e.g., Dole et al., 1991; Fountas & Pinnell, 2001; Harvey & Goudvis, 2007; Hoyt, 2005; McLaughlin & Allen, 2009).

Table 1 A Comparison of Comprehension Categories

QAR StRAtegy FocuS

Dole et Al. (1991)

FountAS & Pinnell (2001)

Hoyt (2005) HARvey & gouDviS (2007)

MclAugHlin & Allen (2009)

Predicting Predicting Predicting Predicting

Creating images

Activating background knowledge

Visualizing

Predicting

Previewing

Visualizing

Drawing Inferences

Drawing Inferences

Inferring

Connecting

Analyzing

Critiquing

Inferring

Connecting

Using analogy

Making Inferences

Visualizing

Inferring

Visualizing

Identifying Important Information

Identifying Important Information

Gathering

Determining Importance

Skimming

Scanning

Identifying

Summarizing Summarizing Summarizing Summarizing Reconstructing

Questioning Questioning Self-Questioning

Self-Questioning

Monitoring Monitoring Monitoring Evaluating

Judging

Table 2 provides what we regard as reasonable definitions and purposes for these strategies, and their relationship to specific QARs.


LeSSOn 1

Introduce QAR language: In the Book and In My Head

In the book/ In My head QaRsGoal •

I Can Statement I know the difference between In the Book and In My Head QARs and can use them to help me understand what I read.

Materials

C “Sports Across America” (one mini-book for each student; display copy of page 1) Notes: Follow the directions in the Folder to create a mini-book for each student

to use with Lessons 1–4.

There are many opportunities to make connections to your wall map of the United States.

C I Can Statement written on a chart or sentence strip

C QAR Information Sources Poster (display copy)

C QAR Information Sources Chart (display copy, one copy for each student)

C Coaching Activity Sheet: In the Book/In My Head QARs (one copy for each student)

C Independent Application Activity Sheet: In the Book/In My Head QARs (one copy for each student)

C chart paper and marker

Name ________________________________________________ Date _____________________

QA

R C

omprehen

sion Lesson

s, Grades 2–3 • Scholastic Teaching R

esources

QAR Information Sources Chart

Question QAR (WheRe to find the infoRmAtion?) AnsWeR

in the Book in my heAd

QA

R C

omprehen

sion Lesson


esources

Name ________________________________________________ Date _____________________

Coaching Activity Sheet

In the Book/In My Head QARsu Read page 1 of your mini-book. Then complete the chart.

u Read each question. Use an 5 to mark the QAR you will use to help you find the answer.

u Write your answer.

QAR Information Sources ChartQuestion QAR (WheRe to find the infoRmAtion?) AnsWeR


1. Where might people surf?

2. What are two other much-loved sporting activities?

3. What is your favorite sport?

How did you know if an answer should come from In the Book or In My Head?

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

Name ________________________________________________ Date _____________________

QA

R C

omprehen

sion Lesson


esources

Independent Application Activity Sheet

In the Book/In My Head QARsu Use the map and what you have learned about QAR to complete

the chart.

u Read each question. Use an 5 to mark the QAR you will use to help you find the answer.

u Write your answer.

QAR Information Sources ChartQuestion QAR (WheRe to find the infoRmAtion?) AnsWeR


1. What are the six special sports we will read about?

2. In which states might people love to surf?

3. Which sport named on the map do you most enjoy? Why?

How do you know if an answer should come from In the Book or In My Head?

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

(See Companion Folder for reproducibles)


Before readIng

Step 1 ExplIcIt ExplAnAtIon

Tell students that today you will teach them how to use two kinds of information for answering questions for making sense of what they read and for answering questions.

Display the I Can Statement and have students read it aloud with you.

The I Can Statement describes what you will learn to do in this lesson. You’ll be learning about two main sources for information: In the Book and In My Head.

Emphasize that these sources describe information outside the reader’s head (In the Book) and inside the reader’s head (In My Head). In the Book sources include books, newspapers, pictures, diagrams, maps, and digital sources such as videos. In My Head sources include readers’ experiences and background knowledge.

At the end of the lesson, we’ll talk about how you think you are doing with this goal.

Display the QAR Information Sources Poster and read aloud the title.

We are learning about QARs today. QAR stands for Question Answer Relationships. To get a good understanding of what I’m reading, I think of the different sources I can use to find the information to make sense of what I am reading. What you learn today about the two QARs will help you any time you read, because reading involves connecting what is In the Book to what we have In (our) Head(s).

Display page 1 of the mini-book.

We’re going to start to read “Sports Across America.” We’ll use what we know about the two QARs to talk about the text and answer questions about it.

Display the QAR Information Sources Chart so everyone can see it. Reveal the first question. As you read and think aloud, record information sources and phrases for answering the question under the appropriate column. Invite students to add their ideas and then use their responses to evaluate their understanding.

Before readIng dUrIng readIng afTer readIng


QAR Information Sources Chart

QueStion QAR (WHeRe to FinD tHe inFoRMAtion?)

in tHe Book in My HeAD

AnSWeR

1. What might this article be about?

[X] [team that goes across our country to play against other teams]

[team visits schools to get American kids excited about playing sports]

Read aloud the title: “Sports Across America.”

What do I think this article might be about? Before reading, I use information In My Head to think about what I already know that may be related to the text. I start by brainstorming what I know about sports and about sports all across America.

I know what sports are—baseball and football are sports. And America is the United States. So I’m thinking that this book is about a baseball or a football team that goes across our country to play against other teams. Or maybe the team visits schools to get American kids excited about playing sports.

Before I start reading to answer this question, “What might this article be about?” I use information In My Head.

dUrIng readIng

Step 2 ModElIng

Reveal the second and third questions on the QAR Information Sources Chart:

C What sports are enjoyed across America?

C What sports do people I know play?

As you read aloud, make your search for text information visible by using a marker to underline the text or by placing a sticky note beneath the words in the passage. Then record the information you used to answer the question in the appropriate part of the chart. Emphasize the following: (a) which source you think is most valuable, (b) why you think it is going to be helpful, (c) how you can use the source, and (d) how you answer questions by recording the information you found.

Now I am going to start reading. I will see if my brainstormed ideas were useful and what information can help me answer these new questions. To get



started, I look at the beginning of the article. I see illustrations at the bottom of the page. I can use them to find information to answer questions. I think Question 2 is an In the Book QAR because information to answer it is in the illlustrations. I see people enjoying these sports: surfing, skateboarding, and riding in a rodeo. (Underscore the illustrations as you think aloud.) I’m using information from the illustrations and title to answer this In the Book QAR.

QueStion QAR (WHeRe to FinD tHe inFoRMAtion)?

in tHe Book in My HeAD

AnSWeR

2. What sports are enjoyed across America?

[X] [surfing, skateboarding, rodeo]

3. What sports do people I know play?

[X] [Answers will vary.]

Question 3 asks about people I know and the sports they play. The source that I think is likely to help me for this question is In My Head. The author can’t know what sports my friends and family might like to play. I will need to use information In My Head (examples: daughter–soccer; brother–skiing).

Step 3 guIdEd pRActIcE

Display a QAR Information Sources Chart with the following questions in the first column:

C What are your favorite big-league sports teams? [In My Head: Answers will vary based on readers’ knowledge and experiences.]

C What big-league sports can be found across the United States? [In the Book: baseball, football, basketball, hockey]

Have students read the title and the first paragraph of the passage with you and ask them to help you think through the answers to these questions and complete the chart. As you read aloud, underline information relevant to the questions, record responses as you guide students to identify the QAR for each question, and then create an answer together.

It is possible that some students will create In My Head answers for the In the Book QARs. As long as their justification aligns with the appropriate QAR choice, they are correct in the QAR they identify (e.g., I already knew what sports are played in the United States so it is In My Head). If this happens, make two important points:


C QAR knowledge helps you think about possible sources for information to answer a question, and readers may use different sources.

C It’s a good idea in school—especially on a test—to choose an answer based on what is In the book, even if you also have some information in your head.

Step 4 coAcHIng

Guide students to reread the first paragraph of page 1, on their own or with a partner, then have them join you in reading the second paragraph.

Have partners work together to answer the questions on the In the Book/In My Head QARs Activity Sheet. For each question, they should first talk about which QAR is most likely to be useful. Then they should use that source of information to answer the question.

Give each partner a copy of the activity sheet. Let students know that they will generate ideas together, but they will record those ideas on their own activity sheet. As pairs work, move around the room to listen and provide scaffolding as needed; for example:

C You said the answer came from In the Book. Can you locate the words in the text that you used to answer this question?

C You answered that question using the QAR, In My Head, but I see words In the Book to answer it. Can you find them? (Note: Remind students that even if they can answer a question with information In My Head, they should use the In the Book QAR to enter the information from the text.)

Convene the whole class and ask a few students to share their responses. As they share, have other students locate and mark (with a sticky note or other indicator) the place in the displayed text where the answers are found. Ask why many of them have different answers for the last question. Emphasize that different background experiences may lead to different responses: each of us can draw on our own personal experiences for In My Head QARs.

Answers to the Coaching Activity Sheet:

1. In the Book: Hawaii, Florida, off the coasts of nations in Central America

2. In the Book: surfing and rodeo

3. In My Head: Answers will vary.


Step 5 IndEpEndEnt ApplIcAtIon

Distribute a copy of the In the Book/In My Head QARs Independent Application Activity Sheet for use with Step 5 to each student. Explain to students that they will use the title and page 1 in their work together.

Monitor and provide support for students as they work. If the task is too difficult for some students, continue to work with them in a small group using the procedures described in the Guided Practice and Coaching sections, as appropriate.

Have students share the QAR used and their answers with a partner. Ask a few pairs to provide their answers and reasoning for the QARs they used.

Answers to the Independent Application Activity Sheet:

1. In the Book: curling, logger sports, surfing, dog mushing, rodeo, jousting



afTer readIng

Step 6 sElf-AssEssMEnt & goAl sEttIng

Display the I Can Statement and ask students to read it with you. Then use Thumbs Up/Thumbs Down to assess how well students understand In the Book and In My Head QARs.

Note: Teach the Thumbs Up/Thumbs Down procedure if students are unfamiliar with it and review it if they know it.

C Thumbs up indicates students have a good understanding of the difference between In the Book and In My Head QARs.

C Thumbs sideways indicates students have some idea of the difference, but they need more help.

C Thumbs down indicates students are starting to get an idea of the difference, but they need a great deal of help to be sure.

Think about what to show me so I can know how well you understood the lesson. Get ready! Please show me Thumbs Up, Thumbs Sideways, or Thumbs Down.



Provide appropriate feedback and encouragement to students, based on the degree of understanding they have demonstrated. Proceed to the partner activity.

Now I will give you a chance to discuss what you learned today with a partner. Be prepared to share one big idea you learned from today’s lesson. Please turn and talk to your partner.

Allow two or three minutes for turn-and-talk. Then call on several pairs to share one big idea they learned from today’s lesson. Record students’ responses and new knowledge on chart paper for the class to see. (Example: When I am reading, I should be thinking about information that comes from two main sources: In the Book or In My Head. I have learned new language to help me understand text.)

Conclude the lesson by leading the class in a discussion of the following question:

When can you use In the Book and In My Head QARs to help you understand what you are reading?

Guide students to see that these QARs can boost their comprehension in reading at home as well as in school, at any time.

Documents

Contents · Contents IntroductIon by taffy ... lEsson 3: Author & Me/On My Own QARs. . . . . . . . . . . . . . . . . . . . . . . . . . . 30 ... (Companion Folder)redlo (Companion