• boy reading girl reading

    Title I Reading Information

    In Title I Reading, we follow the rules on what good reading sounds and looks like. We also read as often as possible, including at home. This page will give you all the information you need to know about what programs we use in Title I Reading.

    QAR (Question Answer Relationship)

    QAR stands for Question Answer Relationship. This is one program that we sometimes use in Title I Reading. We use this program because it gives our students strategies to correctly answer questions on tests. These strategies also help improve the students' reading comprehension and their ability to apply higher-level thinking to the text that they're reading. There are two categories of QAR that the students learn to help them find the answers to questions. These categories are In The Book and In My Head.

    In The Book talks about how answers are Right There in the text or how you may have to Think and Search for the answer. Right There answers are in one place in the text. Words from the question are generally "right there" in one sentence. Think and Search answers is also in the text. However readers need to think about the answer and then search for the answer in the text. They may have to put together different parts of the text in order to find the answer. The answer could be in one paragraph, many paragraphs, or even in different chapters of a book.

    In My Head talks about how the answers to questions sometimes come directly from your head (what you already know about a subject). There are two categories for In My Head questions and answers. On My Own discusses how the answer is NOT in the text. The readers need to use their own ideas and background experiences to answer the question. Author and Me is the other category which discusses how the answer is not in the text either. In order to answer this question, readers need to really think about how the text and what they already know fit together. This usually involves predictions or thinking about how a character from the story may have changed or might feel in a particular situation. These categories are not introduced to students until they are in third grade.

    Read Naturally

    Read Naturally is a fluency program designed to help students become more natural readers. The program consists of nonfiction text of various levels for students to choose from and work with. Each child has their own level and strives to move up the levels for higher standards of reading fluently. The child gets to pick from several different nonfiction stories to read and practice their fluency with. There are several steps to the Read Naturally program.  These steps have students choosing a passage of interest and doing repeated readings of that passage.  They also keep track of their improvement rate for timed one minute readings of these passages.  It is a program that is often used and is research based.



    Guided Reading (LLI - Leveled Literacy Intervention)

    Guided Reading is an essential part of Title I Reading. This is where we read books on your child's instructional level and work as a group on different strategies for reading. We use a variety of strategies and resources to teach guided reading.  One of those resources is the LLI (Leveled Literacy Intervention) program.  This program has leveled books that are just right for instructing small groups of students.  Using a variety of resources and these books, we teach strategies for improving fluency as well as comprehension.  This is for both fiction and nonfiction based texts.

    These strategies help the students to realize that reading is thinking. We think before we read, during reading, and after we read. We are curious by nature and ask questions before we read, while we read, and after we read. Sometimes our questions cannot be answered by the text we're reading so we seek it out in other places like the internet, dictionaries, encyclopedias, etc. Sometimes the questions may never be answered if it is about a particular character in a book or why a story ended the way it did. Connecting to the text from our own background knowledge and experiences and from what we have seen in the world is essential in comprehending what we read. These strategies are excellent tools for your child to take with them throughout the rest of their educational careers. They learn them, practice them, and use them in Title I and in their regular classrooms.



Last Modified on August 24, 2016