Beruflich Dokumente
Kultur Dokumente
Division of Education
After a read aloud of Shel Silversteins The Giving Tree, and a discussion of main idea
and details that support it, students will read a passage and complete a worksheet about the main
idea and details specific to their passage. Students should accurately identify the main idea and
at least three supporting details.
INSTRUCTIONAL RESOURCES
DEVELOPMENTAL PROCEDURES
(including Key Questions)
1. After the read aloud, students will be led in discussion by the teacher about what
important events happened in the book. (What are some character traits of the giving
tree? What do these character traits tell you about the giving tree and the story?)
2. Students will be introduced to main idea and the importance of details. (If we came up
with a main idea how would we justify it?)
3. Students will watch Main Idea Movie on an iPad at the carpet, to reinforce how to find
main idea and details of a passage. (How did Tim and Moby support the main ideas they
found in the video?)
4. Students will turn and talk and come up with possible main ideas of the book The Giving
Tree. The students will record their answers on an index card given to them by the
teacher. (Thinking back, what do we think a main idea of The Giving Tree would be?)
5. The class will choose one of the possible main ideas and discuss and record details in a
big Main Idea Worksheet to support that main idea. (Can we find three details that
support this main idea? How do these details support this main idea?)
6. Students will return to their desks and receive a passage.
7. Students will complete Main Idea Worksheet individually about the main idea of their
passage. Students will include at least three important details to support their main idea.
ADAPTATIONS (Exceptionality*)
The student who struggles to focus will sit in the front of the reading carpet and be
checked in with periodically while working through the passage and worksheet
individually.
The student who is an English Language Learner will be given a passage with a small
bilingual glossary for certain words they may not understand in English.
The student who struggles with focusing on reading will be monitored consistently when
working on the passage individually.
DIFFERENTIATION OF INSTRUCTION
Struggling Students
These students will receive a passage with vocabulary on their reading level and simpler main
idea and details. (Informational Passage A)
Average Students
These students will receive slightly more complex passage with vocabulary catered to the
average third grade reading level. (Informational Passage B)
Advanced Students
These students will receive a passage with complex vocabulary above the third grade reading
level. The main idea and details will be complex. (Informational Passage C)
Students will individually read a passage and then complete the Main Idea Worksheet
specific to their passage. Students should accurately identify the main idea and at least three
supporting details.
INDEPENDENT PRACTICE
come up with a main idea from those details. They can share the details they chose and the main
Silverstein, S. (1964). The giving tree. New York: Harper & Row.
http://www.weatherwizkids.com/weather-tornado.htm
BrainPOP. (n.d.).
https://www.brainpop.com/english/writing/mainidea/
SciShow Kids. (2015, July 15). What is a tornado? [Video file]. Retrieved from
https://www.youtube.com/watch?v=-s3UwOq1P1E
New York State P-12 Common Core Learning Standards for English Language Arts and Literacy.
Retrieved from
http://www.p12.nysed.gov/ciai/common_core_standards/pdfdocs/p12_common_core_lea
rning_standards_ela.pdf