Confirming a K-W-L: Considering the Source.

Abstract

minded to do the following: 1. Use a variety of texts and a vari ety of questions. (You may even want to include a multiple-choice question in several lessons for test-taking practice if your students are unfamiliar with that format.) 2. Read and reread the texts you've chosen before each lesson. You'll save valuable time at the overhead if you can quickly locate relevant bits of textual evidence that students are likely to point out. 3. Enlist parent volunteers if neces sary to type reading passages and cre ate overhead transparencies. 4. Move from the whole-class model to an individual model in stages as you feel students are ready. 5. Use your time at the overhead as an opportunity to reinforce elements of the writing process (e.g., brainstorming, prewriting, webbing), the writer's craft (e.g., leads, conclusions, effective word choices and sentence patterns), and technical accuracy (e.g., grammar, us age, mechanics). Today's climate of high-stakes test ing is just one more reason for teachers of reading and writing to continue their best teaching efforts on behalf of their students. QARs can be a part of any lit eracy program designed to help students become strategic, independent readers and competent writers. The student friendly model described here is easy to implement and can be customized for any classroom and grade level. Though originally designed as a response to low test scores, it became an integral part of the literacy program.