Lesson: Supporting Main Idea with Details from the Text

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Lesson Objective

Nonfiction readers support their main idea with specific details from the text SWBAT identify and support the main idea of a section or paragraph in their JR NF text with three pieces of evidence from the text.

Lesson Plan

 

TP:

Nonfiction readers support their main idea with specific details from the text

SWBAT identify and support the main idea of a section or paragraph in their JR NF text with three pieces of evidence from the text.

 

Connect:

Readers, you've been learning about the main idea of a text and strategies to identify the main idea in a paragraph or section of text.

 

 

Teach:

Today I'm going to teach you that non-fiction readers support their main idea with specific details from the text.

 

This is important because when we state information, we need to be able to explain more about our view or prove that what we say is true.

 

Watch me as I add in specific details to support the main idea of the section of text I read yesterday '

 

I decided the main idea of the text was that leaves from different trees turn different colors in fall.

 

Now I'm going to reread the section of text and look for pieces of information/details which support this.

-Maple tree leaves turn red and orange in the fall.

-Oak trees turn reddish-brown in the fall.

-White birch tree leaves turn yellow.

 

Active Engagement:

Now you try! (Hand out Sally's story and read aloud) What do all these facts have in common? (Sally loves to play basketball) What are some of the details that tell us more about this?

 

Link:

Today and everyday when you are reading and identifying the main idea of a section of text, remember to support your view with specific details (pieces of information) from the text.

 

Today you will find the main idea of a section of text from your 'just-right' text and list 3 details to support your main idea. You will turn this in as an exit slip at the end of independent reading.

 

Independent Work:

Reading A-Z Leveled Texts:

Level D: City Animals

Level G: Discovering Dinosaurs

Level M: Breeds of Dogs

 

Share:

Turn in Main Idea 'Exit Slip'

 

What went well? Giving each child a copy of the active engagement and filling out the chart together helped them tremendously. Picking out the first detail was challenging, but they got the hang of it after.

 

What would you change? A few of my kids thought that finding details to support the main idea meant 'copying sentence from the text.' I think in this case they need a separate lesson on putting facts into their own words, but some kids may only need a reminding during the active engagement that we are not copying directly.

 

What needs explaining? I print out 'just-right' texts for groups of kids in my class from Readinga-z.com. The site gives you the ability to search by particular skills you are looking to teach. 

Lesson Resources

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