1. Intervention
Strategies of
Remedial
Instruction
Presented by
Ryo Emmary A. Gonzales

2. Objective
To discuss the following:
• Main idea map
• Question and Answer relationship

3. Main Idea Map

4. Jennings, Caldwell, & Lerner, 2006
• Main Idea Map is a form of graphic organizer
that helps students to identify or, if necessary,
generate a main idea.

5. Topic
Black codes
Detail
Laws passed by limiting rights of
freed slaves
Detail
Could only work as farm laborers
or servant
Detail
Couldn’t vote, own guns, or serve
on injuries
Detail
Had to sign work contract for one
year or be arrested
Detail
Had some rights: could marry and
own property
Main Idea Statement
Black codes kept freed slave from
getting economic and political
power.
Sample Main Idea Map

6. Berkowits, S. J. (1986). Effects on
intruction in text organization on
sixth-grade students memory for
reading. Reading Research
Quarterly, 21, 161-178.
• Main Idea Map is a simple strategy to
generate graphic organizer containing the
main ideas of an expository passage.

7. Materials needed in Implementing
main idea map
• Overhead transparencies of practice
expository passages & transparency marker/
visual
• Student copies of practice expository passages
(optional) or reading textbooks
• Main idea organizer sheet or blank paper

8. Preparation
• Provide the needed materials ready to use.

9. Steps for Implementing Main Idea
Intervention
1) Introduce the strategy by telling
students that we can draw pictures , or main
idea maps, that will help us to understand
passages.

10. Sample Story
Summer is a wonderful time to spent at
west beach. It is beach with light-colored, soft
sand. The coastline goes on for a long way
and many people enjoy walking along it.
Children like to play in the surf and walk
along the rocks that are visible at low tide.
This is fine beach for people of all ages.

11. Topic of the Story
• West beach

12. Details
• It is beach with light-colored, soft sand.
• The coastline goes on for a long way and many
people enjoy walking along it.
• Children like to play in the surf and walk along
the rocks that are visible at low tide.
• This is fine beach for people of all ages.

13. Main Idea
• Summer is a wonderful time to spent

14. • West beachTopic
• It is beach with light-colored, soft sand.
• The coastline goes on for a long way and
many people enjoy walking along it.
• Children like to play in the surf and walk along
the rocks that are visible at low tide.
• This is fine beach for people of all ages.
Details
• Summer is a wonderful time
to spent
Main
Idea

15. 2) Give new practice passages and have
them create their own graphic organizer.
Steps for Implementing Main Idea
Intervention

16. Sample Story
Most teenager and young adults do not
know what they want to do for the rest of their
lives. It is a big decision. There are a number of
things you can do to narrow the choices. For
example, you can take an interest test, do some
research on your own about a career, try
volunteer work in the field in which you are
interested, or “job-shadow”, in which you spend
a day with a person who is working in the field
that interest you. These are a few helpful ideas
as begin to choose a career.

17. • Topic: Job or Career choices
• Main Idea: A few ideas to help the reader
choose a career.
• Details: Other information from the story
aside from the above mentioned.

18. QAR or
Question Answer
Relationship

19. Rafael (1986)
Question-answer relationship or QAR is
reading comprehension strategy develop to
“clarify how students approach the task of
reading text and answering questions”. It
encourages students to be active, strategic
readers of texts.

20. Rafael categorized questions according to
where the answer could be found:
a) in the book/text
b) in my head

21. Two Kinds of in the Book/Text
Questions
1) Right there
Example Question: Who is the main
character?
2) Think and Search
Example Question: How did the
characters return home?

22. Two Kinds of in My Head
Questions
1) Author and Me
Example Question: Would you have
made the same choice the
character made?
2) On My Own
Example Question: Do you know
what it feels like jealousy?

23. Importance
• Students often follow an extremely literal or
"in their head" approach when answering
questions about what they have read.
• Teaching students about question-answer
relationships can help them to ask effective
questions as they read and respond to the
text.

24. • Teachers use questioning strategies to guide
and monitor student learning and to promote
higher-level thinking in their students.
• Understanding how the question-answer
relationship works is an important
component of comprehending text.

25. How Can You Make It
Happen?
• In the Text the answers are right there in the
text. These types of questions are literal.
– Right There the answer is in one sentence of the
text; the question and answer usually have the
same wording. Answers usually are one-word or
short-phrase responses. There is usually only one
right answer to Right There questions.

26. Some examples of phrases used for
Right There questions:
• Who is....?
• Where is...?
• What is...?
• When is...?
• How many...?
• When did...?

27. – Think and Search the answer is found in several
parts of the text. The question and answer have
different wordings. Answers are usually short
answers.

28. Some examples of phrases used for
Think and Search questions:
• For what reason...?
• How did...?
• Why was...?
• What caused...?

29. • In My Head students must use their prior
knowledge to answer these types of
questions.
– Author and Me the answer to the question comes
from both clues in the text and students' prior
knowledge. Students must synthesize the text to
fully understand the question.

30. Some examples of phrases used for
Author and Me questions:
• Would you...?
• Which character...?
• Did you agree with...?
• What did you think of...?

31. – On My Own the answer comes entirely from
students' prior knowledge. These questions
require inferential and evaluative thinking.

32. Some examples of phrases used for
On My Own questions:
• Do you know...?
• Have you ever...?
• Would you ever...?

33. The following sequence may be
helpful for introducing, modeling, and
practicing QARs
1) The teacher models by asking question,
giving the answer, providing the QAR label, and
explaining the rationale of the label.

34. 2) The teacher asks the students the
question and provides both the answer and the
label.
3) The teacher asks the students the
question and supplies the label.
4) The teacher gives the students the
question. The student provide the answer, label
and rationale.

35. Sample Story
Bill Wants a Pet
Bill wanted a pet. He asked his mom for a
pet. She said he had to wait.
One day, Bill saw a little dog. The dog was
crying.
Bill said, “This dog is lost”. And so what he
did, he took the dog home.
Bill’s mom saw the dog. Bill asked “May I
keep it?”
Bill’s mom said he could keep the dog.
Bill had a pet.

36. Questions
1) What did Bill want in this story?
2) How did Bill had a pet?
3) Would you do the same thing Bill did on
the lost dog?
4) Have you ever seen a lost dog?

37. Answers
1) Bill wanted a pet.
2) When Bill saw a lost crying little dog
that he took home.
3) Yes I’ll take a lost dog home/
I won’t take a lost dog home.
4) Yes/No

38. Clues
Bill Wants a Pet
Bill wanted a pet. He asked his mom for a pet.
She said he had to wait.
One day, Bill saw a little dog. The dog was crying.
Bill said, “This dog is lost”. And so what he did,
he took the dog home.
Bill’s mom saw the dog. Bill asked “May I keep
it?”
Bill’s mom said he could keep the dog.
Bill had a pet.

39. Rafael suggested the following
lesson progression (1982)
1) When introducing QAR, start with short,
narrative reading texts. Ensure that students are
able to identify and write questions. Introduce the
two levels of questions, In the Text and In My Head,
and explain that they tell where students can find
the answers to questions. Next, introduce the two
types of questions at each level. Model an example
of each type of question, thinking out loud so
students can "see" your thought process as you
determine the relationships.

40. 2) Then, generate one of each of the four
types of questions and provide the answer to the
questions. Have students categorize the question-
answer relationships and explain their thought
processes. This part of the process can be easier
for students if they begin by working
in cooperative groups and then transition to
working independently after they show a thorough
understanding of this strategy. In cooperative
groups, have students read a short passage (50-75
words) and give them one of each type of
question. Have each group answer the questions
and categorize the question-answer relationships,
explaining their thought processes. Provide each
group with immediate feedback.

41. 3) After students have been introduced
to the QAR concepts, provide them with
several 75-100 word reading passages and a
question and answer for each passage. Have
students, individually or in cooperative groups,
read each passage, identify the question-
answer relationships, and explain their
thinking. Ask, "Why do the questions represent
one question-answer relationship and not
another?" Continue to give students
immediate feedback.

42. 4) As students become proficient with this
strategy, use more expository and functional
texts. Provide them with a 150-600 word
reading passage divided into four sections. Give
students one of each type of question for each
section. Have students answer each question,
identify the question-answer relationship, and
justify their thinking.

43. 5) After they have mastered this, present a
longer reading passage and in small cooperative
groups have students write one of each of the
four types of questions. Have each group share
its questions. Ask the other groups to answer
the questions, categorize each question-answer
relationship, and explain their thinking.

44. 6) Finally, assign a reading passage and
have students independently write four
questions, one of each type. Direct students to
exchange questions with a partner, answer each
question, and categorize the question-answer
relationships.

45. How Can You Stretch Students'
Thinking?
• Apply the QAR strategy to content area material.
Have students gather specific questions from
various content areas, find the answers,
determine the categories of questions, and create
a QAR visual. Ask students to analyse and look for
trends in the examples they found. Ask, "Are
there any subjects that use only one or two types
of question-answer relationships?"
• Have students develop a method to teach the
QAR strategy to another class.

46. • Give different reading passages to several
small cooperative groups. Have each group
write four types of questions, based on the
QAR strategy, on index cards. On the backs of
the cards, have students answer the
questions, categorize the question-answer
relationships, and briefly explain their
processes. Make this a part of your "what you
can do when you are done" work. Groups can
then exchange cards, find the answers to the
questions, and check the backs of the cards to
see if they agree with the group that wrote
them.

47. • Based on a given reading passage, provide
students with answers and ask them to
write questions and categorize the question-
answer relationships.

48. When Can You Use It?
• The QAR strategy can be used to discuss
questioning. Discuss how active readers use
questioning during their independent reading
to ensure accurate comprehension. Tell
students that active readers use questioning
before reading to activate prior knowledge,
during reading to ensure comprehension, and
after reading to reflect on and summarize
what was read. Emphasize the types of
questions you ask yourself.

49. References
• http://www.interventioncentral.org/academic-
interventions/reading-comprehension/main-idea-maps
• http://www.readingrockets.org/strategies/question_an
swer_relationship
• http://www.readingeducator.com/strategies/qar.htm
• http://www.pearson.com.au/products/A-C-Caldwell-
Joanne-Leslie-Lauren/Intervention-Strategies-to-
Follow-Informal-Reading-Inventory-Assessment-So-
What-Do-I-Do-
Now/9780132907088?R=9780132907088