Reads and understands age/grade appropriate informational text, using a variety of skills to connect ideas, use evidence, and analyze text.
A guide to use when teaching students the Question-Answer Relationship (QAR) strategy to help teachers plan which questions to ask for the four question types and an answer that might be given.
By Gwen Marra, Ed.D.
Through read alouds that utilize dialogic reading, children can develop their use of new vocabulary in a meaningful way, make connections between new and previously-learned information, and learn literary elements like character, point of view, and plot.
The Power of Interactive Read Alouds
Related: Blank version of the Dialogic Reading Planning Form included in the report
By Renita Schmidt, Ph.D.,
Associate Professor, University of Iowa College of Education
Amanda Haertling Thein, Ph.D.,
Associate Professor, University of Iowa College of Education
The authors explain how they go about selecting texts for their afterschool reading club that helps girls grow into strong women through reading books featuring strong female protagonists. They also highlight key practices they have found useful in reading and responding to those texts.
PEER questions are meant to encourage deeper responses about a text during dialogic reading, leading to a conversation beyond one-word answers.
CROWD is used to remember the types of basic questions to ask to facilitate dialogic reading: completion, recall, open-ended, “wh” questions, and distancing.
Users of this tool are encouraged to write down their thoughts about a text in four different ways (opinion, reaction, connection, and visualization) and provide reasons from the text for their thoughts.
This tool helps users organize their thoughts and learn to form opinions about their reading.
Using two prompts, users will be able to use this organizer to practice inferencing skills, which are critical for reading comprehension.