I am spending another two days on main ideas and supporting details so that scholars can really begin to master this skill. The assessment showed that many scholars are having difficulty distinguishing between topic and main ideas, so I am going to spend the first 2 days of our study of Rosa Parks solidifying this skill before moving on. Also, the first few chapters of her autobiography really lend themselves to the skill of main ideas and supporting details.
I show scholars a video of Rosa Parks. I do this for two reasons. First, I want to build background knowledge. Secondly, I want scholars to practice distinguishing between topic and main ideas within a video before we apply the skill to the text.
I ask scholars as they watch, to record the following:
1. Topic (what the ENTIRE video is about)
2. Main ideas (the ideas into which the video is organized)
3. Supporting details (specific facts or examples of the main ideas)
As we watch, I think aloud: Hmm, this video is titled Rosa Parks. I think the topic is probably going to be all about Rosa Parks. This entire first part of the video is talking all about how she grew up and her childhood, I bet that is a main idea. It says she grew up on her grandfather's farm. That is a specific fact, so that must be a supporting detail.
If needed, you can continue to think aloud if your scholars need more support.
Then, they have 2 minutes to jot down the remainder of their thinking after the video. Then, they chat with a friend for 1 minute. Then, I pull 3 friends from my cup and 4 volunteers to discuss the topic, main ideas and supporting details.
Now, we do a cloze reading of pages 1-10. I do a cloze reading to enhance engagement and to ensure that scholars are reading along with me. I model how to find topic, main idea of this section & supporting details. I pause and ask, "What is each page telling me? How are those ideas related? That must be my main idea for this section!" I record on my graphic organizer and scholars record with me.
I keep this part pretty short because this isn't the first lesson on main idea and supporting details. It is more of a reminder so that we can get into small groups and let the scholars begin to practice.
In partnerships, scholars use their graphic organizer to record the main idea and supporting details of the next section (pages 11-26). My ELL teacher takes the yellow group so that they can access the text. I anticipate that some students will continue to struggle finding the main ideas of the section. I scaffold this by telling them the number of main ideas in this section. I also circulate and ask questions like, "What is each page telling you? How are those ideas or events related? That is your main idea!" If needed, I pull a small group of scholars depending on their need.
This is where the bulk of the lesson should focus. Since this is the fourth or fifth lesson on this standard, it is important for scholars to get some time to really practice this skill!
During this time scholars rotate through 3 stations. I have a bit more time for this today it is the fourth or fifth lesson in our sequence on main ideas/supporting details. Scholars are at the point where they have specific and individual needs.
I start the time by reviewing our checklist items for the week and explicitly state what should be completed by the end of the day (a summary of the text). This holds scholars accountable to their work thereby making them more productive. Then, the ELL teacher and I share the materials that our groups will need to be successful (i.e. a pencil and your book baggies). Then, I give scholars 20 seconds to get to the place in the room where they will be for the first rotation. The first scholars who are there with all materials they need receive additions on their paychecks or positive PAWS.
During the rotations for this lesson, my small group objective today is to distinguish between topic, main ideas and supporting details within books that are on each group's highest instructional level. Scholars read a portion of the same text (different for each group depending on reading level, but the same text is read in each group). Then we how details support main ideas.
After the first rotation, I do a rhythmic clap to get everyone's attention. Scholars place hands on head and eyes on me so I know they are listening. Then they point to where they go next. I give them 20 seconds to get there. Again, scholars who are at the next station in under 20 seconds with everything they need receive a positive PAW or a paycheck addition. We practice rotations at the beginning of the year so scholars know if they are back at my table, they walk on the right side of the room, if they are with the ELL teacher, they walk on the left side of the room and if they are at their desks, they walk in the middle of the room. This way we avoid any collisions.
At the end of our rotation time I give scholars 20 seconds to get back to their desks and take out materials needed for the closing part of our lesson. Timing transitions helps to make us more productive and communicates the importance of our learning time.