Reflection: Developing a Conceptual Understanding Martin Luther King Jr. - Section 3: Guided Pracice

 

Many of my students have a lot of prior knowledge about Martin Luther King, so they want to use that to create the main idea. They were saying, "He was a civil rights leader, and he was a great leader." This is very common in the primary grades for students to use their prior knowledge as evidence to support and idea, when we really need to focus on text evidence alone.

So, the way I help the class is by reminding them that the text must tell us the information we write down. I make sure that they know that their prior knowledge isn't wrong, but our goal when we read an informational text is to understand what this text in particular has to say about the main idea.  If we only take in the information we already know, we won't learn anything new! I say, "Did this text say X about MLK Jr,? ... Let's reread." Then they discover that they are using prior knowledge instead of text based evidence. Separating personal knowledge and new knowledge in a text is really difficult, and something to practice all year long.

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  Developing a Conceptual Understanding: Consistent Problem
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Martin Luther King Jr.

Unit 13: Main Idea from an Informational Text
Lesson 2 of 9

Objective: SWBAT identify the main idea based and supporting details in an informational text.

Big Idea: Explore some African American history as students practice identifying the main idea and supporting details.

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