“Paying Attention to Detail” Determining Importance While Reading Non Fiction Text Continued

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SWBAT determine what is important for them to know about the topic they are reading about.

Big Idea

How can I determine what is important and what is not when I read nonfiction text?


5 minutes

In yesterday’s lesson, students began to look at reading their articles to determine the important details. Students were reading to determine the main idea of their article by looking at the “big idea” the author was trying to convey. To continue the lesson, I began today’s lesson with a review of the Determining Importance Anchor Chart. We briefly discussed the process we noted on the anchor chart and moved into continuing the previous lesson.

Guided Reading

50 minutes

Each day during our reading instruction, we work in small guided reading groups where students meet with me to learn and practice active reading strategies with a text that is on their instructional reading level. While I meet with my guided reading groups, the other students are working in literacy centers on activities that reinforce this unit’s focus strategies and standards. This section of our reading today is divided into the follow parts. Each part is done so students have a clear focus on the strategy they are learning and practicing.

  • Before Reading- We discuss the progress students made on their articles in the previous lesson (Paying attention to Detail). I ask each student in the group to share their information from their Note Taking Sheet. We briefly discuss what is important so far in the article and I use this part of the lesson to redirect some of the students to the important information and the overall idea. We use the information we’ve gathered from the first two lessons to determine what we think the author is trying to tell us.
  • During Reading- Today's "During Reading" focuses on students going through the rest of the article on their own. Yesterday they worked with a partner; today I would like to see how well students can determine the important information in the text that will help them see what the author is trying to tell them in this article. In the previous lesson, students rewrote the titles of each of the sections in the form of a question. As students read each section they looked for information and details that helped them answer the question. Answering the question leads students to determining what is important, figuring out the main idea, seeing the “big idea” of the article. As students work, I meet with individual students in the group to help them move through the process. During this time, I can check students’ understanding and scaffold where needed.
  • After Reading- When students finish, we discussed their responses and make sure we've chosen the information that is important to the main idea.

Assessment: I looked at students note taking sheets to see how well students identified relevant details as well as if they were able to see the main idea.


10 minutes

We review our anchor chart again, and briefly discussed how students applied the process to their reading of their article.