Show scholars the same picture that we discussed yesterday. Today, scholars answer the question: How do the details support the main ideas? I'm looking for the following response: "The details support the text because they tell you more about what you might find in that section of the fair. For example, one main idea is that they sell food at fairs. The supporting details tell you the exact types of food you would expect to find at the fair. Therefore, the details support by describing the main idea in more detail."
If scholars have a tough time with this, you can scaffold using the following questions:
"The main idea is that there is food at a fair. A detail that relates to that idea is a popcorn stand. How does the popcorn stand relate to the idea that there is food at a fair?"
Emphasize that the supporting details from the fair picture tell you the specific types of food, games or rides you find at the fair. Tell scholars that, for example, popcorn tells you what type of food you might find at the fair.
This will be particularly helpful as you move into the teaching strategy because I explain that all supporting details tell the who, what, when, where, why or how of the main idea.
I give scholars 3 minutes to think, 30 seconds to share. Then, I call 2 friends from my cup and 1 volunteer.
Scholars go back and skim pages 136-141 (I give them 2 minutes to do so). Scholars learn that skimming is when readers refresh what they've already read. They re-read the first sentence of each paragraph so that they remember what we've read. I ask scholars to do this because it helps them to remember what we read yesterday.
Then, I model explaining how each of the pre-selected details support the main ideas. IT IS SO IMPORTANT to pre-read and pre-select supporting details. I cannot stress this enough! This skill is tough, so if the way in which the detail supports the main idea is not crystal clear to you, scholars will NOT understand!
I explain that the first detail supports the main idea because it tells us why Michelle wants to become a Senior Skater (this is the main idea of the section). I explain that the second supporting detail tells us what Michelle must develop in order to become a Senior Skater. Both of the details tell us a bit more about why Michelle wants to be a Senior Skater and what she needs to accomplish to be able to do so.
One of my pre-planned response is below:
The detail that Michelle is impatient supports the main idea of Michelle wanting to become a Senior Skater because it explains why she wants to become a Senior Skater so badly. Michelle is, "by nature, impatient. She always wanted things before she was ready." This explains why she was so insistent that she become a Senior Skater.
Scholars copy this response in their reading notebooks so that they have a strong example.
Dry erase time!
In partners, scholars explain how 3 supporting details each relate to the main idea in the last section of the text. They have 3 minutes to construct a strong response with an A-answer, S-support (quotes), L-link connecting quote to answer, and R-re-state answer. Scholars hold boards up and I give them on-the-spot feedback. I break scholars into partnerships so that they can talk through ideas and have that extra layer of support. it helps verbal learners and allows them to use different modalities to experience the skill and content.
Scholars correct responses based on feedback and everyone gets some goldfish once the response has all 4 components. It is important to give on-the-spot feedback so that scholars can immediately fix wrong answers and practice the correct answer/strong sentence starters.
Help struggling scholars by having them identify if the supporting detail tells you the who, what, when, where, when or why before they begin to write their response on the dry erase board.
During independent rotations, scholars select any detail of their choice and explain how that detail supports the main idea. They continue to work on other checklist items.
As scholars work independently, my ELL co-teacher and I pull small groups. We both work on a specific skill that relates to our target standard. I focus on describing how details support main ideas with the pink group (this is the higher group). I target identifying main ideas and supporting details with the on-level and below-level group since this is a skill with which some students need a bit more practice. The ELL co-teacher also focuses on main ideas and supporting details with the lowest group. During the rotations, scholars are either with me, the ELL co-teacher or in their independent rotation. The text we use during small group time is text that is on the group's highest instructional level. This means that students can read and understand the text independently with a bit of support. My white group is my on-grade-level group, pink above-grade-level and yellow is below-grade-level. These groups are flexible and change quarterly as a direct result of iRI testing (this is a running record that we give each quarter).
I use a planning document to help map out the small group objectives and activities for the week. This helps me and my co-teacher to be purposeful in our instruction. We meet once a week to map-out how the standard will be developed throughout the week, and then we create this document together.