Details Vs. Main Idea Graphic Organizer: Details Vs. Main Ideas Graphic Organizer

 
 
 
Details Vs. Main Ideas Graphic Organizer
Teacher In Action
 
 
Teacher In Action
 
 
 
Small-Group Instruction

Details Vs. Main Idea Graphic Organizer

Graphic organizers of all sorts are used in every classroom. Guided Reading should be no exception. This strategy is not meant to focus on one type of graphic organizer, but rather on how a graphic organizer can be used to support students in accessing the text to make meaningful connections and form meaningful conversations about the text. 

Strategy Resources (2)
Graphic Organizer
 
 
This is an example of a basic graphic organizer that students use to organize details/main ideas while/after reading. Other basic graphic organizers for readers include T-charts, bubble maps, flow charts, etc.
 
Graphic Organizer
 
 
This is an example of a basic graphic organizer that students use to organize details/main ideas while/after reading. Other basic graphic organizers for readers include T-charts, bubble maps, flow charts, etc.
Raul Gonzalez
Aspire Titan Academy
Los Angeles, CA


 

About this strategy

Prep Time:
Moderate
Subject:
English / Language Arts
Grade:
First grade
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Assessment & Data
Flash Fluency

Flash Fluency is a strategy I use during guided reading sessions to make immediate adjustments to my instruction, based on my students' needs. To gather the information I need, I give a reading fluency check to one student from the group using a current or cold read text. The student reads for one minute while I keep track of miscues and make observations. It is followed by a quick comprehension check. Once this is completed, I address the student's needs immediately with the entire small group. Since my reading groups are homogenous, one student's needs are generally reflective of the needs of the other students in the group. 

 
Stakeholder Collaboration
Blended Learning Coordinator Support

My school's Blended Learning Coordinator was hired to provide blended learning support. He is provided with our schedules so that he can monitor usage and provide support if needed. While this does not mean that he is present in the classroom daily throughout the use of BL, he does try to walk around and address immediate concerns that students may need addressed. If immediate action is required a quick text can be sent to him and he'll make his way towards the classroom as well. 

 
Assessment & Data
Teacher v. Student

In Teacher Vs. Students, students compete against the teacher in a quick game of listening and participation. Typically we play this game after a general phonics rule has been taught and students have to practice hearing it for phonological practice. Rather than me just reading a word asking them to identify the sound, I am using the taught rule(s) and turning into a game of friendly competition to show that they are smarter than the teacher. It's important though, to be honest. If I win, I explain what they should practice more of and then try it again another day. 

 
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