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29 of 75 QUESTION/ANSWER RELATIONSHIP (QAR) Description: The Question/Answer Relationship or QAR helps students understand different levels of questioning and the relationships between questions and answers. Often students respond to questions with either a literal answer or by stating that &ldquo...
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29 of 75 QUESTION/ANSWER RELATIONSHIP (QAR) Description: The Question/Answer Relationship or QAR helps students understand different levels of questioning and the relationships between questions and answers. Often students respond to questions with either a literal answer or by stating that “it” is not in the text. QAR provides four levels of questions – Right There, Think and Search, You and the Author, and On Your Own – to indicate how the question is related to the text. This strategy allows students
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http://www.state.tn.us/education/ci/english/doc/ENG_3081.pdf#page=32
www.state.tn.us/education/ci/english/doc/ENG_3081.pdf#page=32
29 of 75 QUESTION/ANSWER RELATIONSHIP (QAR) Description: The Question/Answer Relationship or QAR helps students understand different levels of questioning and the relationships between questions and answers. Often students respond to questions with either a literal answer or by stating that “it” is not in the text. QAR provides four levels of questions – Right There, Think and <span class="highlight">Search</span>, You and the Author, and On Your Own – to indicate how the question is related to the text. This strategy allows students
Microsoft Word - Content Area Reading Middle School.doc
26 QUESTION/ANSWER RELATIONSHIP (QAR) Description: The Question/Answer Relationship or QAR helps students understand different levels of questioning and the relationships between questions and answers. Often students respond to questions with either a literal answer or by stating that “it&...
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26 QUESTION/ANSWER RELATIONSHIP (QAR) Description: The Question/Answer Relationship or QAR helps students understand different levels of questioning and the relationships between questions and answers. Often students respond to questions with either a literal answer or by stating that “it” is not in the text. QAR provides four levels of questions – Right There, Think and Search, The Author and You, and On Your Own – to indicate how the question is related to the text. This strategy allows
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http://www.state.tn.us/education/ci/english/doc/READ_Gr_6-8_Content_Area.pdf#page=26
www.state.tn.us/education/ci/english/doc/READ_Gr_6-8_Content_Area.pdf#pag...
26 QUESTION/ANSWER RELATIONSHIP (QAR) Description: The Question/Answer Relationship or QAR helps students understand different levels of questioning and the relationships between questions and answers. Often students respond to questions with either a literal answer or by stating that “it” is not in the text. QAR provides four levels of questions – Right There, Think and <span class="highlight">Search</span>, The Author and You, and On Your Own – to indicate how the question is related to the text. This strategy allows
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http://www.state.tn.us/education/ci/english/doc/READ_Gr_6-8_Content_Area.pdf#page=27
www.state.tn.us/education/ci/english/doc/READ_Gr_6-8_Content_Area.pdf#pag...
27 QUESTION-ANSWER RELATIONSHIPS Types of Questions In the Text: In my Head: Adapted from Jana Whitt, Munford Middle School RIGHT THERE Answer is stated in the text. Level 1: Green: "Go" THINK AND <span class="highlight">SEARCH</span> Answer stated in the text, but you must combine pieces of information to fully answer the question. Level 2: Yellow: "Caution" AUTHOR & ME The author gives clues that are combined with what you
7th Grade„Grade Level Expectations
19 “New” to 4 th Grade from 3 rd Grade Other—“Carryover” or Review Curriculum Coverage (UNIT) 2.5l Critically…by recognizing and evaluating the literary merit of various texts and media presentations 2.6a Critically…and extend meaning by offering a per...
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19 “New” to 4 th Grade from 3 rd Grade Other—“Carryover” or Review Curriculum Coverage (UNIT) 2.5l Critically…by recognizing and evaluating the literary merit of various texts and media presentations 2.6a Critically…and extend meaning by offering a personal response to texts • Revisit texts to search for connections between and among ideas • Find and explain personal connections to topics, events, characters, actions, ideas, or information in texts 2.7b Critically…by
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/4th%20Grade%20GLEs.pdf#page=13
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/4th%20Grade...
Curriculum Coverage (UNIT) “New” to 4 th Grade from 3 rd Grade Other—“Carryover” or Review 2.3c Self-monitor comprehension while reading by taking appropriate actions (e.g., rereading to make sense, adjusting rate of reading, seeking the meaning of unknown vocabulary) to enhance understanding of oral and written text. • Explain personal connections to the ideas or information in the text(s) • Skim text to <span class="highlight">search</span> for connections between and among ideas • Periodically paraphrase important
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/4th%20Grade%20GLEs.pdf#page=19
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/4th%20Grade...
19 “New” to 4 th Grade from 3 rd Grade Other—“Carryover” or Review Curriculum Coverage (UNIT) 2.5l Critically…by recognizing and evaluating the literary merit of various texts and media presentations 2.6a Critically…and extend meaning by offering a personal response to texts • Revisit texts to <span class="highlight">search</span> for connections between and among ideas • Find and explain personal connections to topics, events, characters, actions, ideas, or information in texts 2.7b Critically…by
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/4th%20Grade%20GLEs.pdf#page=21
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/4th%20Grade...
people, cassettes, dictionaries, recordings, encyclopedias, and available databases) • Select sources (e.g., dictionaries, encyclopedias, interviews, observations, electronic media) appropriate to topic • Use text features to access information (e.g., guide words, indices, glossaries, key words, table of contents) • Use traditional and electronic <span class="highlight">search</span> tools • Use teacher-selected internet sites and databases to access information 3.1a2 Develop and use procedures to gather information—developing
7th Grade„Grade Level Expectations
20 “New” to 5 th Grade from 4 th Grade Other—“Carryover” or Review Curriculum Coverage (UNIT) 2.5l Critically…by recognizing and evaluating the literary merit of various texts and media presentations 2.6a Critically…and extend meaning by offering a per...
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20 “New” to 5 th Grade from 4 th Grade Other—“Carryover” or Review Curriculum Coverage (UNIT) 2.5l Critically…by recognizing and evaluating the literary merit of various texts and media presentations 2.6a Critically…and extend meaning by offering a personal response to texts • Revisit texts to search for connections between and among ideas • Find and explain personal connections to topics, events, characters, actions, ideas, or information in texts 2.7b Critically…by
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/5th%20Grade%20GLEs.pdf#page=13
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/5th%20Grade...
meaning from text • Visualize what was read for a deeper understanding • Make, confirm, adjust predictions • Reread difficult parts slowly and carefully • Skim text to <span class="highlight">search</span> for connections between and among ideas • Restate in own words the main events in the text • Periodically summarize while reading • Periodically paraphrase important ideas or information • Use a graphic organizer or other note taking technique to record important ideas or information After Reading 2.4a Demonstrate
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/5th%20Grade%20GLEs.pdf#page=20
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/5th%20Grade...
20 “New” to 5 th Grade from 4 th Grade Other—“Carryover” or Review Curriculum Coverage (UNIT) 2.5l Critically…by recognizing and evaluating the literary merit of various texts and media presentations 2.6a Critically…and extend meaning by offering a personal response to texts • Revisit texts to <span class="highlight">search</span> for connections between and among ideas • Find and explain personal connections to topics, events, characters, actions, ideas, or information in texts 2.7b Critically…by
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/5th%20Grade%20GLEs.pdf#page=22
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/5th%20Grade...
references, appendices) • Locate information using appropriate sources and strategies • Use multiple sources of information (books, television, videos/DVDs, resource people, cassettes, dictionaries, recordings, encyclopedias, and available databases) • Use text features to access information (e.g., guide words, indices, glossaries, key words, table of contents) • Use traditional and electronic <span class="highlight">search</span> tools • Use teacher-selected internet sites and databases to access information 3.1a2 Develop and
7th Grade„Grade Level Expectations
17 “New” to 8 th Grade from 7 th Grade Curriculum Coverage (UNIT) Other—“Carryover” or Review 2.6a critically…and extend meaning by offering a personal response to texts • Revisit texts to search for connections between and among ideas • Fi...
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17 “New” to 8 th Grade from 7 th Grade Curriculum Coverage (UNIT) Other—“Carryover” or Review 2.6a critically…and extend meaning by offering a personal response to texts • Revisit texts to search for connections between and among ideas • Find and explain personal connections to topics, events, characters, actions, ideas, or information in texts 2.7b critically…by identifying the underlying purposes of media messages • Identify underlying purposes of media messages (i.e
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/8th%20Grade%20GLEs.pdf#page=17
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/8th%20Grade...
17 “New” to 8 th Grade from 7 th Grade Curriculum Coverage (UNIT) Other—“Carryover” or Review 2.6a critically…and extend meaning by offering a personal response to texts • Revisit texts to <span class="highlight">search</span> for connections between and among ideas • Find and explain personal connections to topics, events, characters, actions, ideas, or information in texts 2.7b critically…by identifying the underlying purposes of media messages • Identify underlying purposes of media messages (i.e
Microsoft Word - vsc_english_grprek3.doc
experiences 3. Use strategies to make meaning from text (during reading) a. Recall and discuss what they understand b. Identify and question what did not make sense c. Reread difficult parts slowly and carefully and use own words to restate difficult parts d. Make, confirm, or adjust predictions e....
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experiences 3. Use strategies to make meaning from text (during reading) a. Recall and discuss what they understand b. Identify and question what did not make sense c. Reread difficult parts slowly and carefully and use own words to restate difficult parts d. Make, confirm, or adjust predictions e. Look back through the text to search for connections between topics, events, characters, and actions in stories to specific life experiences
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http://mdk12.org/share/vsc/vsc_english_grprek3.pdf#page=7
mdk12.org/share/vsc/vsc_english_grprek3.pdf#page=7
experiences 3. Use strategies to make meaning from text (during reading) a. Recall and discuss what they understand b. Identify and question what did not make sense c. Reread difficult parts slowly and carefully and use own words to restate difficult parts d. Make, confirm, or adjust predictions e. Look back through the text to <span class="highlight">search</span> for connections between topics, events, characters, and actions in stories to specific life experiences
Microsoft Word - vsc_english_gr38.doc
difficult parts slowly and carefully b. Use own words to restate the difficult part c. Read on and revisit the difficult part d. Look back through the text to search for connections between and among ideas e. Make, confirm, or adjust predictions f. Periodically summarize while reading g...
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difficult parts slowly and carefully b. Use own words to restate the difficult part c. Read on and revisit the difficult part d. Look back through the text to search for connections between and among ideas e. Make, confirm, or adjust predictions f. Periodically summarize while reading g. Periodically paraphrase important ideas or information h. Visualize what was read for deeper understanding i. Explain personal connections to the ideas or information in the text 3
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http://mdk12.org/share/vsc/vsc_english_gr38.pdf#page=10
mdk12.org/share/vsc/vsc_english_gr38.pdf#page=10
difficult parts slowly and carefully b. Use own words to restate the difficult part c. Read on and revisit the difficult part d. Look back through the text to <span class="highlight">search</span> for connections between and among ideas e. Make, confirm, or adjust predictions f. Periodically summarize while reading g. Periodically paraphrase important ideas or information h. Visualize what was read for deeper understanding i. Explain personal connections to the ideas or information in the text 3
Microsoft Word - 2nd Grade GLEs _2_
offering a personal response to texts • Revisit texts to search for connections between and among ideas • Explain personal connections to topics, events, characters, and actions in texts 2.7b Critically…by identifying the underlying purposes of media messages...
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offering a personal response to texts • Revisit texts to search for connections between and among ideas • Explain personal connections to topics, events, characters, and actions in texts 2.7b Critically…by identifying the underlying purposes of media messages
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/2nd%20Grade%20GLEs.pdf#page=10
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/2nd%20Grade...
• Infer information • Use mental imagery • Visualize what was read • Reread difficult parts slowly and carefully • Explain personal connections to the topics, events, characters, and actions in texts • Revisit text to <span class="highlight">search</span> for connections between and among ideas • Ask and answer questions about the text • Recall and discuss what is understood in a text • Identify and question what is not understood in a text • Restate in own words the main events in the text • Summarize while
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/2nd%20Grade%20GLEs.pdf#page=16
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/2nd%20Grade...
offering a personal response to texts • Revisit texts to <span class="highlight">search</span> for connections between and among ideas • Explain personal connections to topics, events, characters, and actions in texts 2.7b Critically…by identifying the underlying purposes of media messages
7th Grade„Grade Level Expectations
offering a personal response to texts • Find and explain personal connections to topics, events, characters, actions, ideas, or information in texts • Revisit texts to search for connections between and among ideas • Explain personal connections to topics, events, characters, a...
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offering a personal response to texts • Find and explain personal connections to topics, events, characters, actions, ideas, or information in texts • Revisit texts to search for connections between and among ideas • Explain personal connections to topics, events, characters, actions, or ideas, in texts 2.7b Critically…by identifying the underlying purposes of media messages
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/3rd%20Grade%20GLEs.pdf#page=11
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/3rd%20Grade...
summarize while reading • Use mental imagery Use illustrations to construct meaning from text • Visualize what was read • Make, confirm, adjust predictions • Reread difficult parts slowly and carefully • Explain personal connections to the ideas or information in the text • Revisit text to <span class="highlight">search</span> for connections between and among ideas • Ask and answer questions about the text • Retell stories and ideas • Recall and discuss what is understood in a text • Restate in own words the main
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/3rd%20Grade%20GLEs.pdf#page=17
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ela/3rd%20Grade...
offering a personal response to texts • Find and explain personal connections to topics, events, characters, actions, ideas, or information in texts • Revisit texts to <span class="highlight">search</span> for connections between and among ideas • Explain personal connections to topics, events, characters, actions, or ideas, in texts 2.7b Critically…by identifying the underlying purposes of media messages
Layout 1
often used to refer to layout or visual presentation of text. Free writing: A prewriting tech- nique in which the writer drafts quickly, without stopping, editing, or self-correcting, to discover what he or she knows, thinks, or feels. Graphic organizer: A visual repre- sentation of knowledge, conce...
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often used to refer to layout or visual presentation of text. Free writing: A prewriting tech- nique in which the writer drafts quickly, without stopping, editing, or self-correcting, to discover what he or she knows, thinks, or feels. Graphic organizer: A visual repre- sentation of knowledge, concepts, and ideas and their relationships within an organized frame (e.g., concept maps, word webs, story boards). Imagery: Figurative language used to produce mental pictures and appeal to the senses. I-Search paper
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http://www.k12.wa.us/CurriculumInstruct/writing/pubdocs/EALRwritingfinal.pdf#page=51
www.k12.wa.us/CurriculumInstruct/writing/pubdocs/EALRwritingfinal.pdf#pag...
often used to refer to layout or visual presentation of text. Free writing: A prewriting tech- nique in which the writer drafts quickly, without stopping, editing, or self-correcting, to discover what he or she knows, thinks, or feels. Graphic organizer: A visual repre- sentation of knowledge, concepts, and ideas and their relationships within an organized frame (e.g., concept maps, word webs, story boards). Imagery: Figurative language used to produce mental pictures and appeal to the senses. I-<span class="highlight">Search</span> paper
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