To use the Question-Answer-Relationship (QAR) strategy with students, you need a set of qar questions.
The qar reading strategy prompts students to actively participate in the reading process. It also empowers them to strategically utilize higher-level thinking skills.
This post outlines a variety of qar question stems you can use with this strategy.
What are QAR Questions?
QAR questions are leveled reading comprehension questions that form the basis of the Question-Answer-Relationship strategy.
There are four levels of questions.
When provided with comprehension questions, students first analyze each to determine its level.
Doing so helps them know how and where to locate the answers because each level requires a different reading skill-set for responding.
1. Right There Questions
Right There Questions are arguably the easiest type of qar questions to answer because they involve basic recall.
With Right There Questions, the answer is “right there” in the text meaning that the student doesn’t have to look very far or deep within the book to locate the answer.
The word “GO” is often associated with this question level because students can often respond quickly and go on to the next question.
- What is the dad’s job?
- When does the story take place?
- What color is Keisha’s shirt?
- Where does Leonard go to school?
- Who is the main character?
- What is the name of Henry’s dog?
- What does/did…
- How many…
- Who is/are…
- What kind…
- What is…
- Who did…
- Where is…
- What was…
- When did…
2. Think and Search Questions
With Think and Search Questions, the answers can be found in the text.
However, locating them involves higher-order thinking skills which may include inferring, noting cause/effect, providing examples, comparing/contrasting, sequencing events, or describing something such as a setting.
These types of qar questions demand greater cognition in that readers must be able to process information that may span paragraphs, pages, or chapters.
The phrase “SLOW DOWN” is often associated with this question level because students need to search carefully within the book to locate answers.
Think and Search Question Examples:
- What are the traits of the main character?
- How can you prove that Veronica is brave?
- What does the character look like?
- Which clues in the text help you understand the word…?
- What challenge did the main character face?
- How are Sam and Riley alike?
- What three animals are found in the canopy of a rainforest?
- Which planets have no moon?
- What happened after Alex found his sister in the kitchen?
- How do you know this story takes place in the 1800s?
- How would you describe…?
- How do you make…?
- What happened before…?
- What happened after…?
- How long did…
- What examples can you provide to show…
- How do you …?
- What happened to…?
- Why does…?
- What time did…?
- Where did…?
3. Author and You
Though these questions are based on information from the text, Author and Me questions are not found directly in the book. Students must use prior knowledge plus the text to generate a response.
Inferring is the most common reading comprehension skill needed to answer Author and Me questions.
Students may need to infer predictions, the main idea, a character’s traits, or the author’s purpose just to name a few.
The word “STOP” is often associated with this question level because students must pause for a while in order to consider what indirect messages the author is sending.
Author and Me Question Examples:
- Why do you suppose fish have fins?
- Was it a good idea for the main character to…?
- If you could change any part of the story, what would you change and why?
- Why should/shouldn’t people (insert point of view from article)?
- What is one word you would use to describe (insert character name)?
- If you could interview the author, what would you ask?
- What questions do you still have?
- Why did the author…?
- What is a detail that supports the main idea of …?
- What was the most surprising part?
- What did the main character learn about…?
- Give me a reason why…
- What do you think will happen…?
- How did she feel when…?
- What if…?
- Do you agree with…?
- What do you think about…?
- Why did the character…?
- What does/did the author mean when…?
4. On My Own
On My Own questions require answers not found in the text. These may be answered without reading the book.
Students depend completely on their prior knowledge, personal experiences, and schema in order to make meaning of the text.
Common reading skills utilized with On My Own questions: making connections, stating opinions, and word analysis.
The word “CONNECT” is often associated with On My Own questions because they require students to use their own background knowledge and experiences to connect with the text.
- What do you think about…?
- When have you felt…?
- Have you ever (insert action presented in book)?
- What does the word ____ mean?
- Should students be allowed to (insert message implied in book)?
- Do you think it is a good idea to…?
- What would you do if…?
- How do you feel about…?
- What did you already know about…?
- If you were going to… what would…?
- What can you infer about…?
- Which is an example of…?
- Have you ever…?
- What are the pros and cons of…?
- Tell me about a connection you had when…
- What do you do when…?
- Why did you think…
- What are the reasons that…
- If you could…
- Do you know anyone who…?
- What is your favorite … and why?
- After reading this, what are you eager to learn more about?
Final Thoughts: Question and Answer Types
Now you have a ready-supply of qar questions to help students tackle reading comprehension more strategically.
Download the qar strategy cheat sheet PDF here.
Related: Boost reading comprehension with the Prove It reading strategy.