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  • Provide descriptive feedback
  • Provide written feedback accompanied by oral feedback
  • Show student the sample/exemplar/anchor chart and give the student time to make improvements to his or her work
  • Assist the student in deconstructing the question
  • Assist the student in deconstructing the text or text form
  • Create an anchor chart of signal words
  • Get the student to begin orally answering question and when he/she gets to the “because” part, have the student begin writing his/her answer
  • Highlight the “good parts” of what the student is doing and underline the parts that need expansion or development
  • Provide small group instruction
  • Praise and prompt (reading recovery strategy)
  • Help student identify the critical information by coding the text, providing cues, etc.
  • Have the student re-read the question and then rephrase it in his or her own words
  • Write some key words
  • QAR (see below)


Question-Answer Relationships

I can use QAR when I need to answer questions or create questions. I can use QAR to help me understand and talk about what I read.


Right There

The answer is in one place in the text.

– Reread


-Look for key words


Think and Search

The answer is in several places in the text.

-Skim or reread

-Look for important information



Author and You

The answer might be partly in the text but you also have to use your own thoughts and background knowledge.


-Think about what you already know

and what the author says





On My Own

The answer is not in the text.

-Think about what you already know

-Think about what you’ve read before

-Make connections


Some questions to ask yourself about student work:

Does the student understand the question?

Does the student have trouble comprehending the text?

Is the student familiar with multiple strategies to answer a question/problem/task? Can he or she articulate these strategies?

Does the student have trouble communicating and/or structuring his or her thinking?

Is the student aware that making jot notes, t-charts, and key words on the side of the page is a good way to make a plan before writing?

Has the student had previous opportunities to attempt a similar task independently?

Has the student had an opportunity to write an answer in a limited space?Has the student had a previous opportunity to write a piece of this length?

Does the student know how to find proof in the text?

Does the student know how to use his or her background knowledge to answer a question? (I know this because I once tried to…. I know this because once I read a book about…)

Does the student know that some conclusions require the reader to infer or make an educated guess because authors imply and sometimes leave out details on purpose?

Please click link below for Word format:

Moving to the Provincal Standard