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QAR: Comprehension Quest

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Lesson Plan

QAR: Comprehension Quest

Students will correctly identify and answer 'On My Own' QAR questions, using their personal knowledge and experiences to make deeper connections with texts.

Focusing on 'On My Own' QAR questions empowers students to connect reading to their personal experiences, fostering empathy, critical thinking, and a deeper, more meaningful engagement with stories.

Audience

3rd Grade Small Group

Time

15 minutes

Approach

Explicit instruction, scaffolded practice, and interactive card sort with immediate feedback, emphasizing personal reflection, supported by visual aids for vocabulary and emotions.

Materials

Small Group Reading Text (provided by teacher), The Big Game Dream, QAR Question Cards: On My Own, QAR Category Mat: On My Own, QAR Practice Worksheet: On My Own, QAR Answer Key: On My Own, The Big Game Dream Journal Extension (Optional Extension), The Big Game Dream Discussion Extension (Optional Extension), and QAR: My Own Connection Cool Down

Prep

Gather Materials & Review

5 minutes

  • Review the QAR: Comprehension Quest Lesson Plan and all linked materials: QAR Question Cards: On My Own, QAR Category Mat: On My Own, QAR Practice Worksheet: On My Own, and QAR Answer Key: On My Own.
  • Print and cut out the QAR Question Cards: On My Own.
  • Print the QAR Category Mat: On My Own (one per student or pair).
  • Select a short, grade-appropriate reading text for the small group, such as the provided The Big Game Dream. This text should naturally inspire 'On My Own' connections and reflections. For ELLs, choose texts with clear visual support and high-frequency, concrete vocabulary. For students who enjoy soccer, consider a short story about a child learning to play soccer, a famous soccer player's early life, or the excitement of a local soccer game.
  • Prepare any additional visual aids for key vocabulary or emotions that may appear in the chosen reading text or QAR questions. Consider providing visuals or realia for abstract emotion words (e.g., happy, sad, curious).
  • For students with autism, establish a predictable routine for the small group session. Clearly outline expectations for participation using visual cues or a mini-schedule if beneficial. A suggested routine:
    1. Greeting & Objective (1 minute): "Hello everyone! Today we are learning about 'On My Own' questions. This means using your brain and your feelings to answer questions about a story. We'll be super-connectors!"
    2. Story Time (2 minutes): "I will read a short story to you. Please listen carefully."
    3. Modeling with Cards (2 minutes):: "I will show you how to decide if a question is 'On My Own'. Watch me think aloud."
    4. Card Activity (5 minutes): "Now it's your turn! Pick a card, read it, and put it on the 'On My Own' mat. Tell us why you think it's 'On My Own'."
    5. Worksheet Practice (3 minutes): "Next, you will answer some questions on your own paper. Remember to think about your ideas."
    6. Review & Wrap-up (2 minutes): "Let's check our answers and remember how to be 'On My Own' super-connectors!"

Step 1

Introduction to QAR Focus & Explicit Instruction

3 minutes

  • Begin by explicitly stating the learning objective: "Today, we will become super-connectors! We'll learn how to answer questions 'On My Own,' using our amazing brains and feelings to connect to stories!"
  • Introduce the 'On My Own' QAR category.
  • Explicitly explain this category using simple language, visual gestures, and concrete examples. Point to your head and heart and say, "The answer is in your brain and your feelings! The story gives us ideas, but you use what you already know, your own experiences, or your own feelings to answer." Emphasize that there's no single 'right' answer, but their own thoughtful connection. For ELLs, simplify sentence structure, repeat key terms, and provide definitions in simple terms or using cognates when possible. Pair English vocabulary with native language if the teacher is proficient or other students can assist. For students with dyslexia, ensure all explanations are delivered orally as well as visually, and break down multi-step directions. For students with autism, use clear, literal language; avoid idioms or abstract expressions without explicit explanation. Maintain a calm, predictable tone and provide visual supports for concepts and expectations.
  • Display visual aids for new vocabulary or emotions as they come up during explanations.

Step 2

Guided Practice: QAR Category Mat Activity

7 minutes

  • Distribute the QAR Category Mat: On My Own and a set of QAR Question Cards: On My Own to each student or pair.
  • Read aloud a short, grade-appropriate text (provided by the teacher) slowly and clearly, perhaps twice. (Consider using text with clear visual support or high-frequency vocabulary for ELLs and students with dyslexia). For students with dyslexia, consider reading the text aloud or providing an audio version. If reading from a shared screen, highlight text as you read.
  • Model explicitly how to categorize the first one or two QAR Question Cards: On My Own onto the mat, thinking aloud your reasoning process. For example: "Hmm, 'What is your favorite part of a rainy day?' The story might be about rain, but the answer comes from my own feelings about rain, not directly from the story. That sounds like 'On My Own'!"
  • Have students take turns picking a card, reading it, and placing it on the 'On My Own' mat. Encourage discussion within the small group, providing sentence starters for discourse (e.g., "I think this is 'On My Own' because..." or "This question asks about my feelings..."). For ELLs, provide visual sentence frames or word banks for responses, and allow them to draw or point to communicate if verbal responses are challenging. Encourage use of home language for processing, if appropriate. For students with dyslexia, allow them to verbally express their thoughts before writing, and reread question cards if needed. For students with autism, provide very concrete examples of connections and explicitly guide them through the process of linking a question to personal experience. Offer limited, clear choices for responses if open-ended questions are challenging, and allow for non-verbal responses or extended processing time.
  • Provide immediate, corrective feedback and gentle guidance, always referring back to the explicit definition of 'On My Own.' Offer sentence frames and choices to scaffold responses for all learners.

Step 3

Independent Practice & Wrap-up

5 minutes

  • Distribute the QAR Practice Worksheet: On My Own.
  • Explicitly explain the directions: "Now you will practice categorizing more questions on your own. Remember to think: Is the answer in my own head, using my own ideas and feelings?" For ELLs, ensure directions are repeated and checked for understanding. Allow them to use word banks or sentence starters on the worksheet as well. For students with dyslexia, read the directions aloud and check for comprehension. Allow extra time or a scribe for written responses if needed, and focus on the reasoning rather than perfect spelling/grammar. For students with autism, present instructions one step at a time, check for understanding frequently, and allow for alternative response formats (e.g., drawing, verbalizing to a scribe) if writing is a barrier. Minimize sensory distractions in the immediate workspace.
  • Provide scaffolding as needed by circulating, offering individual prompts, or rereading questions. For students who need extra support, you might work through one question together. Consider allowing ELLs to dictate answers or use a graphic organizer to brainstorm their 'On My Own' connections before writing.
  • Review answers together as a group using the QAR Answer Key: On My Own as a guide, providing a quick check for understanding and reinforcing correct reasoning.
  • Remind students that practicing 'On My Own' questions makes them super readers who can make strong, personal connections to everything they read!

Step 4

Extension Activity: Journal Reflection

Optional (5-10 minutes)

  • If time allows, introduce the The Big Game Dream Journal Extension for deeper personal reflection. "Now that we've read about Leo's big game dream, you can write about your own connections to the story in your journal!"
  • Explain that these are all 'On My Own' questions and encourage students to write honestly about their own experiences and feelings.
  • Provide support as needed, such as reading questions aloud or offering sentence starters for writing. This can be completed independently or as a small group discussion.

Step 5

Extension Activity: Group Discussion

Optional (5-10 minutes)

  • If time allows and students are ready for verbal sharing, introduce the The Big Game Dream Discussion Extension. "We've read about Leo, and now we get to share our own ideas and feelings about the story with each other!"
  • Facilitate a small group discussion using the prompts, ensuring all students have an opportunity to share. Remind students there are no 'wrong' answers for 'On My Own' questions, just their unique thoughts.
  • Provide sentence starters for discussion (e.g., "My connection to the story is..." or "I agree with [student's name] because..."). For ELLs and students with autism, offer visuals for discussion prompts and allow varied response formats (e.g., pointing to an emotion picture, using a single word, or drawing).

Step 6

Cool Down: My Own Connection

2 minutes

  • Distribute the QAR: My Own Connection Cool Down.
  • Explicitly explain the directions: "For our cool-down, choose one question to answer that helps you think about your own connections from today's lesson. This is a quick way to show what you've learned about your amazing 'On My Own' powers!"
  • Collect cool-downs as an exit ticket.
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Slide Deck

QAR: Own Your Answers!

Become a super-connector and answer questions 'On My Own'!

Welcome students. Explicitly state today's learning goal: "Today, we're going to become super-connectors for our reading! We'll learn how to answer questions 'On My Own' by using our amazing brains and hearts to connect with stories." Engage students with a question like, "Who loves to share their own ideas?"

Today's QAR Superpower!

We're going to master one QAR type:

  • On My Own

Explicitly explain that QAR (Question-Answer Relationship) helps us figure out where to find answers. "Today, we're focusing on one very special type that helps us connect stories to ourselves: 'On My Own'. It's like having a special key for questions that come from inside you!"

On My Own Questions

The answer is ON YOUR OWN! It's in your head and heart! 👤💡❤️

  • You don't need the text to answer this question directly.
  • It's about your own experiences, feelings, or general knowledge.

Example Text: A story about a character who lost a toy.
Question: Have you ever lost something important? How did you feel?

Explicitly teach 'On My Own' questions. "For these questions, the answer is all in your head and your heart! The story might give you ideas, but you don't need the story's words to answer. It's about your own ideas, your own experiences, or what you already know and how you feel. There's no right or wrong answer, just your personal connection!" Model an example. Use gestures pointing to your head or heart. Discuss emotions that might come up with 'On My Own' questions and use visual aids for emotion words if appropriate. Emphasize it's about their unique answer.

Review: Our QAR Superpower!

On My Own: All from your brain and heart; your own ideas, feelings, and experiences! 💡❤️

Using this makes you a super-smart reader and connector!

Explicitly recap the 'On My Own' type. "Remember, identifying 'On My Own' questions helps you become a super-smart reader who connects deeply with what you read. It's all about using your amazing brain and experiences!" Ask a quick check-for-understanding question: "If a question asks 'What is your favorite food?', which type is it?" (On My Own). Explain that they will now practice this skill with a mat and cards.

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Activity

QAR Category Mat: On My Own!

Cut out this mat and distribute one per student or pair. Students will place the QAR Question Cards: On My Own on this mat.

On My Own!

Where to look: The answer is all in your head and heart! You can answer this question even if you haven't read the story. It's about your own ideas, your experiences, or what you already know and feel about the world.





















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Activity

QAR Question Cards: On My Own

Cut out these cards. Students will read each question and place it on the QAR Category Mat: On My Own.

Card 1

What is your favorite part about watching or playing soccer?

Card 2

Have you ever felt excited like a soccer player scoring a goal? Tell us about it.

Card 3

What makes a good teammate in soccer (or any team)?

Card 4

If you could meet a famous soccer player, what would you ask them?

Card 5

What is your favorite thing about sports (like soccer)?

Card 6

How do you feel when your favorite team wins (or loses)?

Card 7

If you could design a new soccer uniform, what would it look like?

Card 8

What is a skill you would like to learn in soccer (or any activity)?

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Worksheet

QAR Practice Worksheet: On My Own

Directions: Read each question. Decide if it is an On My Own question. If it is, write "On My Own" on the line and then write your answer. If it's not, just write "Not On My Own."

  1. What is your favorite part about playing a game with friends?


    QAR Type:



    My Answer:


  2. Do you think it's important to be a good sport, even if you lose? Why or why not?


    QAR Type:



    My Answer:


  3. What is something you are good at, like a skill in a sport or game?


    QAR Type:



    My Answer:


  4. If you could cheer on any team, which team would it be and why?


    QAR Type:



    My Answer:


  5. How do you feel when you learn a new move or strategy in a game?


    QAR Type:



    My Answer:


  6. What is the name of the coach in the story you just read?


    QAR Type:



    My Answer:


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Answer Key

QAR Practice Worksheet Answer Key: On My Own

Here are the answers and explanations for the QAR Practice Worksheet: On My Own.

  1. What is your favorite part about playing a game with friends?
    QAR Type: On My Own
    Reasoning: The answer comes entirely from the student's personal experience and feelings about playing games, not from a text.
  2. Do you think it's important to be a good sport, even if you lose? Why or why not?
    QAR Type: On My Own
    Reasoning: This question prompts students to share their personal opinion and justification, drawing on their own beliefs and general knowledge about sportsmanship.
  3. What is something you are good at, like a skill in a sport or game?
    QAR Type: On My Own
    Reasoning: The answer comes purely from the student's self-knowledge and experiences regarding their own skills.
  4. If you could cheer on any team, which team would it be and why?
    QAR Type: On My Own
    Reasoning: This is a hypothetical question that relies on the student's imagination, preferences, and personal interests in sports teams.
  5. How do you feel when you learn a new move or strategy in a game?
    QAR Type: On My Own
    Reasoning: This question asks about the student's personal emotional response and requires self-reflection based on their experiences in games.
  6. What is the name of the coach in the story you just read?
    QAR Type: Not On My Own
    Reasoning: This question requires an answer directly from a specific text, making it a 'Right There' or 'Think and Search' question, not 'On My Own'.
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Reading

The Big Game Dream

Leo loved soccer more than anything. Every Saturday, he raced to the park, his bright red cleats ready to zoom across the grass. Today was special—it was the first game of the season! Leo felt a mix of butterflies and excitement in his tummy.

His coach, Ms. Elena, gathered the team. "Remember, Lions," she said with a smile, "today is about teamwork and having fun. We play together, win or lose." Leo nodded, looking at his friends. He knew being a good teammate was important, not just scoring goals.

The whistle blew, and the game began. Leo dribbled the ball, weaving through players, his heart pounding. He passed to Maya, who kicked it towards the goal! The crowd cheered loudly. Even though they didn't score every time, every pass, every run, and every cheer made them feel like a real team. Leo left the field feeling happy and proud, already dreaming of next Saturday's game.

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Journal

The Big Game Dream Journal Extension

Directions: After reading "The Big Game Dream," use your own thoughts, feelings, and experiences to answer the questions below. Remember, there are no right or wrong answers, just your own personal connections!

  1. Leo felt a mix of butterflies and excitement before the game. Have you ever felt that way before a special event or activity? Describe how you felt and why.











  2. Coach Elena reminded the team that "today is about teamwork and having fun." What does teamwork mean to you? How do you show good teamwork when you play games or work with others?











  3. Leo left the field feeling happy and proud. What makes you feel happy and proud after you've worked hard or played a game?











  4. Leo was already dreaming of next Saturday's game. What is something you look forward to doing again and why?











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Discussion

The Big Game Dream Discussion Extension

Directions: After reading "The Big Game Dream, discuss these questions with your group. Remember to share your own thoughts, feelings, and experiences!

  1. Leo felt a mix of butterflies and excitement. When have you felt butterflies and excitement before an important event?

  2. Coach Elena talked about teamwork. What does teamwork look like and sound like in real life, not just in sports?

  3. Leo felt happy and proud after the game. What makes you feel happy and proud, and why is that feeling important?

  4. If you could create your own dream game or activity, what would it be? What would make it fun for everyone?

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Cool Down

QAR: My Own Connection Cool Down

Directions: Think about our lesson today on "On My Own" questions. Answer one of the questions below to show your personal connection!

  1. What is one new thing you learned about your own ideas when reading today?





  2. How did connecting the story to your own feelings help you understand it better?





  3. Quickly draw or write one word about how you feel when you make a strong connection to a story!





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