- 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)
QAR
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.
ON THE PAGE
Right There
The answer is in one place in the text.
– Reread
-Scan
-Look for key words
ON THE PAGE
Think and Search
The answer is in several places in the text.
-Skim or reread
-Look for important information
-Summarize
OFF THE PAGE
Author and You
The answer might be partly in the text but you also have to use your own thoughts and background knowledge.
-Reread
-Think about what you already know
and what the author says
-Predict
-Infer
-Interpret
OFF THE PAGE
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
-Infer
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?
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Janine Schaub 