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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
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http://www.state.tn.us/education/ci/english/doc/READ_Gr_6-8_Content_Area.pdf#page=28
www.state.tn.us/education/ci/english/doc/READ_Gr_6-8_Content_Area.pdf#pag...
28 QUESTION-STEMS FOR QAR - QUESTION ANSWER RELATIONSHIP Right There In the Book On the Printed Page Think and <span class="highlight">Search</span> In My Head My Prior Knowledge Author and You Author Implied Read Between the Lines Name . . . List . . . Identify . . .. Who is/are . . . Where is . . . What is . . . When is . . . How many . . . When did . . . Who did . . . Where did . . . What did . . . Give examples of . . . Retell . . . What made . . . Why did . . . The reason
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topic and identify areas for research. #0;3 3002.4.3 Consider both implicit and explicit information relevant to the topic. #0;3 3002.4.4 Use relevant data to support the research topic. #0;3 3002.4.5 Reference relevant primary, secondary, and tertiary sources, demonstrating a systematic searc...
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topic and identify areas for research. #0;3 3002.4.3 Consider both implicit and explicit information relevant to the topic. #0;3 3002.4.4 Use relevant data to support the research topic. #0;3 3002.4.5 Reference relevant primary, secondary, and tertiary sources, demonstrating a systematic search by including resources that are written by authorities in the topic area and written for an informed audience in the field. #0;3 3002.4.6 Evaluate resources for their credibility, reliability
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http://www.state.tn.us/education/ci/english/doc/ENG_3002.pdf#page=10
www.state.tn.us/education/ci/english/doc/ENG_3002.pdf#page=10
topic and identify areas for research. #0;3 3002.4.3 Consider both implicit and explicit information relevant to the topic. #0;3 3002.4.4 Use relevant data to support the research topic. #0;3 3002.4.5 Reference relevant primary, secondary, and tertiary sources, demonstrating a systematic <span class="highlight">search</span> by including resources that are written by authorities in the topic area and written for an informed audience in the field. #0;3 3002.4.6 Evaluate resources for their credibility, reliability
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perspectives and areas for research. #0;3 3003.4.3 Focus on factual and relevant data that are complex and theoretical. #0;3 3003.4.4 Reference relevant primary, secondary, and tertiary sources, demonstrating a systematic search of resources that are recent and important and are written by...
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perspectives and areas for research. #0;3 3003.4.3 Focus on factual and relevant data that are complex and theoretical. #0;3 3003.4.4 Reference relevant primary, secondary, and tertiary sources, demonstrating a systematic search of resources that are recent and important and are written by authorities to a well-informed audience. #0;3 3003.4.5 Select reliable resources using appropriate criteria and avoiding the overuse of any one source. #0;3 3003.4.6 Collect evidence in varied ways to answer the
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http://www.state.tn.us/education/ci/english/doc/ENG_3003.pdf#page=11
www.state.tn.us/education/ci/english/doc/ENG_3003.pdf#page=11
perspectives and areas for research. #0;3 3003.4.3 Focus on factual and relevant data that are complex and theoretical. #0;3 3003.4.4 Reference relevant primary, secondary, and tertiary sources, demonstrating a systematic <span class="highlight">search</span> of resources that are recent and important and are written by authorities to a well-informed audience. #0;3 3003.4.5 Select reliable resources using appropriate criteria and avoiding the overuse of any one source. #0;3 3003.4.6 Collect evidence in varied ways to answer the
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perspectives and areas for research. #0;3 3005.4.3 Focus on factual and relevant data that are complex and theoretical. #0;3 3005.4.4 Reference relevant primary, secondary, and tertiary sources, demonstrating a systematic search of resources that are recent and important and are written by...
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perspectives and areas for research. #0;3 3005.4.3 Focus on factual and relevant data that are complex and theoretical. #0;3 3005.4.4 Reference relevant primary, secondary, and tertiary sources, demonstrating a systematic search of resources that are recent and important and are written by authorities to a well-informed audience. #0;3 3005.4.5 Select reliable resources using appropriate criteria and avoiding the overuse of any one source. #0;3 3005.4.6 Collect evidence in varied ways to answer the
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http://www.state.tn.us/education/ci/english/doc/ENG_3005.pdf#page=9
www.state.tn.us/education/ci/english/doc/ENG_3005.pdf#page=9
perspectives and areas for research. #0;3 3005.4.3 Focus on factual and relevant data that are complex and theoretical. #0;3 3005.4.4 Reference relevant primary, secondary, and tertiary sources, demonstrating a systematic <span class="highlight">search</span> of resources that are recent and important and are written by authorities to a well-informed audience. #0;3 3005.4.5 Select reliable resources using appropriate criteria and avoiding the overuse of any one source. #0;3 3005.4.6 Collect evidence in varied ways to answer the
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and identify areas for research. #0;3 3001.4.3 Consider both implicit and explicit information relevant to the topic. #0;3 3001.4.4 Use relevant data to support the research topic. #0;3 3001.4.5 Reference relevant primary, secondary, and tertiary sources, demonstrating a systematic search...
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and identify areas for research. #0;3 3001.4.3 Consider both implicit and explicit information relevant to the topic. #0;3 3001.4.4 Use relevant data to support the research topic. #0;3 3001.4.5 Reference relevant primary, secondary, and tertiary sources, demonstrating a systematic search by including resources that are written by authorities in the topic area and written for an informed audience in the field. #0;3 3001.4.6 Evaluate resources for their credibility, reliability, strengths
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http://www.state.tn.us/education/ci/english/doc/ENG_3001.pdf#page=10
www.state.tn.us/education/ci/english/doc/ENG_3001.pdf#page=10
and identify areas for research. #0;3 3001.4.3 Consider both implicit and explicit information relevant to the topic. #0;3 3001.4.4 Use relevant data to support the research topic. #0;3 3001.4.5 Reference relevant primary, secondary, and tertiary sources, demonstrating a systematic <span class="highlight">search</span> by including resources that are written by authorities in the topic area and written for an informed audience in the field. #0;3 3001.4.6 Evaluate resources for their credibility, reliability, strengths
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