(Handout 1)
8 Strategies for Post Reading
1. QAR
QAR, or "Question Answer Relationship",
was developed by Taffy Raphael (1988) to
help students understand the relationship
between different types of questions and
their (the students) use of the text to find
the answers. This is because answers can
be either explicit, implicit (implied), or not
found in the text - depending upon the
nature of the question.
The four basic question-answer
relationships are:
1. Right There - The answer is found in
a single sentence or phrase.
2. Think and Search - The answer is
found in several sentences or phrases
which are scattered throughout the
text.
3. Author and You - The answer comes
from connecting the overall
information provided by the author
with the reader's prior knowledge.
4. On My Own - The answer can be
found only by using the reader's prior
knowledge; no text is necessary.
QAR Guidelines and Sample
Handout
• Questions-Answer Relationship
• Question-Answer Relationships
2. RAFT
A RAFT helps students process a reading
by asking them to communicate
Week 4 Methods - Melissa
information from a chosen point of view to
an appropriate audience using the most
effective product for their purpose. That
was mouthful! It’s difficult to explain but
once understood or seen in action it
becomes a versatile and helpful way of
ensuring all students understand and
participate in the deconstructing of a text.
The RAFT acronym stands for:
1. Role - the person or object to
represented
2. Audience - a person or object
addressed
3. Format - the type of communication
for the chosen audience (spoken,
written, video)
4. Topic - the point of view and content
communicated (Hint: it should answer
all the journalistic questions as
appropriate - who, what, where,
when, why, and how)
Sample RAFT Ideas and Example
• RAFT: Role, Audience, Format, Topic
• A Sample for writing
3. I Charts and Venn
diagrams
The Inquiry Chart (I-Chart) is a strategy
that enables students to generate
meaningful questions about a topic and
organize their thoughts and writing.
Students integrate prior knowledge or
thoughts about the topic with additional
information found from the reading
source(s). This instructional strategy
fosters critical thinking and strengthens
reading skills. I-Charts can be used with
the entire class, small groups, or individual
 (Handout 1)
8 Strategies for Post Reading
work. Here is an example: See a sample
completed I-Chart.*
A Venn Diagram is a graphic organizer
which allows students to compare
concepts, ideas, people, events, and
places by examining their similarities
and differences. When used as a Post-
Reading primary source strategy, students
evaluate their findings in light of their
investigative question.
Further Information and Venn
Charts
• http://allaboutvenndiagrams (includes
instructions and samples and
templates)
4. History & News Frames
History and News Frames help students
appreciate that history is simply stories we
remember. They learn this by reading a
primary source as if it were literature or a
newspaper article. Students deepen
understanding by creating story maps
which analyze character, setting, plot, and
themes or by answering the journalistic
questions (Who? What? Where? When?
Why? and How?, or the 5 Ws)
Further Information and History
Frames Samples
• http://curry.edschool.virginia.edu/go/r
eadquest/strat/storymaps.html
5. Compose the test
Preparing an actual test is a valuable tool
in helping students decide the main
purpose and the most relevant information
Week 4 Methods - Melissa
given in an assignment.
Have each student write 1-2 test
questions. Compile these and actually
create the test from students' questions.
Divide students into small groups and ask
them to make a short test with 4 or 5
questions. These tests are distributed
around the class until each group has
another groups' test to answer. They are
handed back to the group who originated
the test to be corrected. Have the
students compile a class test that you will
use for future classes. They can complete
the questions individually or in groups.
The test they create can be a valuable tool
in reviewing for the actual test. Guide
them by giving several different examples
of kinds of questions.
6. Three-Point Review
A three-point review is recommended as a
post reading review strategy. Students are
placed in groups of three. Two students
are given a checklist of the words or
phrases that represent major ideas and
information in the chapter or section being
studied. The third student reviews the
chapter and tells the other two students in
his group everything he or she remembers
about chapter. (The third student does not
have a checklist of the key words or
phrases).
As student 3 recalls information,
students 1 and 2 check it off on their
sheets. When student 3 can no longer
recall information, students 1 and 2
ask questions based on the ideas not
checked off their lists. As student 3
answers these correctly, an X is placed
 (Handout 1)
8 Strategies for Post Reading
next to the word or phrase. The
review is finished when all words on
the checklist are marked or when
student 3 can no longer answer
questions and begs for freedom.
Student 3 is given a copy of the
checklist and knows what information
he is lacking and what information he
needs to review. Rotate student
numbers with each section or chapter
studied. This allows all students the
opportunity of either asking or
answering questions. This activity
would take prep from the teacher, and
require at least half a class to do – but
is an effective (And surprisingly fun)
way of engaging all students in post-
reading activities.
Other variations:
Have one student ask the question, a
second student locate the answer, a
third student write the answer
7. Add-on Information
This strategy is not only useful as a
review, but greatly improves listening
skills. The entire class adds to existing
information in this exercise. Student 1
Week 4 Methods - Melissa
recalls a piece of information. Student
2 repeats that information and adds
another piece of information. Student
3 repeats what was given by 1 and 2
and adds a third piece of information.
This continues until all class members
have had an opportunity to contribute
or beg for mercy.
8. How to Infer
Younger students sometimes have
difficulty with critical thinking and
making inferences. As we will see
tomorrow, there are many different
ways of drawing conclusions based on
a reading. One fun way of helping
students create internal text that
comes from the external text is to ask
them to bring their favourite comic
strip to class and explain to classmates
why it is funny. Have a class discussion
which highlights the inference that we
have to use in order to ‘get’ a joke. As
illustration you can show funny
bumper stickers in English.
See also: 103 things to do
before/during/after reading and
More Reading Strategies