(Handout 1) 8 Strategies for Post Reading 1. QAR
information from a chosen point of view to an appropriate audience using the most
QAR, or "Question Answer Relationship", Relationship",
effective product for their purpose. That
was developed by Taffy Raphael (1988) to
was mouthful! It’s difficult to explain but
help students understand the relationship
once understood or seen in action it
between different types of questions and
becomes a versatile and helpful way of
their (the students) use of the text to find
ensuring all students understand and
the answers. This is because answers can
participate in the deconstructing of a text.
be either explicit, implicit (implied), or not
The RAFT acronym stands for:
found in the text - depending upon the
1. Role Role - the the pers person on or obje object ct to represented
nature of the question. The four basic question-answer
2. Audien Audience ce - a person person or obje object ct addressed
relationships are: 3. 1.
2.
Right There - The answer is found in
for the chosen audience (spoken,
a single sentence or phrase.
written, video)
Think and Search - The answer is
4. Topic opic - the poin pointt of view view and and conten contentt communicated communicated (Hint: it should answer
found in several sentences or phrases
all the journalistic questions as
which are scattered throughout the
appropriate - who, what, where,
text. 3.
when, why, and how)
Author and You - The answer comes from connecting the overall
4.
Format - the type of communication
Sample RAFT Ideas and Example
information provided by the author
•
RAFT: RA FT: Rol Role, e, Au Audi dien en ce, For mat at,, Topic Top ic
with the reader's prior knowledge.
•
A Sample for writing
On My Own - The answer can be found only by using the reader's prior
3.
I Charts and Venn diagrams
knowledge; no text is necessary.
QAR Guidelines and Sample Handout
The Inquiry Chart (I-Chart) is a strategy that enables students to generate
•
Questions-Answer Questions-A nswer Relationshi Relationship p
meaningful questions questions about a topic and
•
Question-Answer Question-A nswer Relationshi Relationships ps
organize their thoughts and writing. Students integrate prior knowledge or thoughts about the topic with additional information found from the reading source(s). This instructional strategy
2. RAFT
fosters critical thinking and strengthens reading skills. I-Charts can be used with
A RAFT helps students process a reading by asking them to communicate Week 4 Methods - Melissa
the entire class, small groups, or individual
(Handout 1) 8 Strategies for Post Reading work. Here is an example: See a sample
given in an assignment.
comp co mple letted I-Ch I- Char artt.*
Have each student write 1-2 test
A Venn Diagram is a graphic organizer
questions. Compile these these and actually
which allows students to compare
create the test from students' questions. questions.
concepts, ideas, people, events, and
Divide students into small groups and ask
places by examining their similarities and differences. differences. When used as a PostReading primary source strategy, students evaluate their findings in light of their investigative investigative question.
them to make a short test with 4 or 5 questions. These tests tests are distributed around the class until each group has another groups' test to answer. They are handed back to the group who originated the test to be corrected. corrected. Have the the students compile a class test that you will
Further Information and Venn Charts •
4.
use for future future classes. They can complete the questions individually or in groups.
http ht tp:/ :///al alla labo bout utve venn nn dia gra rams ms (includes
The test they create can be a valuable tool
instructions and samples and
in reviewing for the actual test. Guide
templates)
them by giving several different examples
History & News Frames
of kinds of questions .
History and News Frames help students
6. Thr Threeee-Poi Point nt Revie Review w
appreciate that history is simply stories we remember. They learn this by reading a primary source as if it were literature or a newspaper article. Students deepen understanding by creating story maps which analyze character, setting, plot, and
A three-point review is recommended as a post reading review strategy. Students are placed in groups of three. Two students are given a checklist of the words or phrases that represent major ideas and information in the chapter or section being
themes or by answering the journalistic
studied. The third student reviews the
questions (Who? What? Where? When?
chapter and tells the other two students in
Why? and How?, or the 5 Ws)
his group everything he or she remembers about chapter. chapter. (The third student does not
Further Information and History Frames Samples •
http:// htt p://curr curry y.eds .edschool chool.vir .virgini ginia.e a.edu/ du/ go/r eadquest/strat/storymaps.html
5. Com Compos pose e the the tes testt
have a checklist of the key words or phrases).
As student 3 recalls information, students 1 and 2 check it off on their sheets. When student 3 can no longer recall information, students 1 and 2
Preparing an actual test is a valuable tool
ask questions based on the ideas not
in helping students decide the main
checked off off their lists. As student 3
purpose and the most relevant information
answers these correctly, an X is placed
Week 4 Methods - Melissa
(Handout 1) 8 Strategies for Post Reading next to the word or phrase. phrase. The
recalls a piece of information. Student
review is finished when all words on
2 repeats that information and adds
the checklist are marked or when
another piece piece of information. information. Student
student 3 can no longer answer
3 repeats what was given by 1 and 2
questions and begs for freedom.
and adds a third piece of information. This continues until all class members
Student 3 is given a copy of the
have had an opportunity to contribute
checklist and knows what information
or beg for mercy.
he is lacking and what information he
8. Ho How w to to Inf Infer er
needs to review. Rotate student numbers with each section or chapter
Younger students sometimes have
studied. This allows all students students the
difficulty with critical thinking and
opportunity of either asking or
making inferences. As we will see
answering questions. This activity
tomorrow, there are many different
would take prep from the teacher, and
ways of drawing conclusions based on
require at least half a class to do – but
a reading. One fun way of helping
is an effective (And surprisingly fun)
students create internal text that
way of engaging all students in post-
comes from the external text is to ask
reading activities.
them to bring their favourite comic
Other variations:
strip to class and explain to classmates
Have one student ask the question, a second student locate the answer, a third student write the answer
why it is funny. Have a class discussion which highlights the inference that we have to use in order to ‘get’ a joke. As illustration you can show funny
7. Add Add-on -on Inf Inform ormati ation on
bumper stickers in English.
This strategy is not only useful as a review, but greatly improves listening skills. The entire class adds to existing information in this exercise. Student 1
Week 4 Methods - Melissa
See also: 103 things to do before/during/after reading and More Reading Strategies
