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EdTPA Literacy Lesson #1: Topic and Supporting Details

Grade Level: ​4th Number of Students: ​5 Instructional Location: ​Central Georgia Date:​ March 12th, 2019
Lesson Goals:
Central Focus of Lesson:
Students learn to determine the main idea of a text by identifying the passage’s topic and supporting details.
Standard(s) Addressed:
CCSS.ELA-LITERACY.RI.4.2​: Determine the main idea of a text and explain how it is supported by key details; summarize the text.
CCSS.ELA-LITERACY.RI.4.1​: Refer to details and examples in a text when explaining what the text says explicitly and when drawing
inferences from the text.
CCSS.ELA-LITERACY.RI.4.8​: Explain how an author uses reasons and evidence to support particular points in a text.

Lesson Objectives and Demands


Content Objectives:​ Students will be able to determine the topic and supporting details of a nonfiction passage. They will also be
able to explain the process of determining topic and supporting details.
Key Vocabulary in Lesson:​ supporting/key details, topic, topic sentence, general, specific, paraphrase
Language Objectives:
Syntax: Students will utilize a graphic organizer when they write the topic sentence, topic, and supporting details.
Discourse: Students will discuss the process of determining topic and supporting details in complete sentences. They will be
supported by using sentence stems orally such as the following: “The topic of this passage is ________. I know this because
_________.”

Lesson Considerations
Materials:​ The Important Book read aloud (online), pencils, hand graphic organizers, nonfiction reading passages, ELA notebooks,
and whiteboard for taking notes
Prior Academic Learning and Prerequisite Skills​: Students must be able to read fluently enough to be able to comprehend text.
Students must know how to paraphrase information from a given text. Students must know what nonfiction text is.
Misconceptions: ​Students mistakenly think a random detail from a text or the topic sentence is the main idea. The misconception
arises because students are only taught about the topic and the specific sub-category of the topic rather than being taught to think
about the point the author is trying to make about that sub-category. Students should be taught the topic and sub-category, but, more
importantly, they should be taught how to think about these in order to formulate a sentence stating the point the author is trying to
make with that paragraph (making an inference).

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Pre-Assessment​: Prior to this lesson, students were given a formal assessment in schoolcity to assess their ability to determine
main ideas and details from science and social studies nonfiction passages. Some of the questions involved student choice of
answer(s) given options, while others required students to summarize a text in their own words.

Lesson Plan Details:


Lesson Introduction - “Before”:
1. Teacher will ask students to brainstorm what the following terms mean: topic, topic sentence, and supporting details. Teacher asks:
What do these terms mean to you? What is the difference between them? What does it mean to DETERMINE these things?
2. Students will write the terms in their reading notebook and write down their thoughts on what they mean. They will share their
thoughts with the person beside them (think-pair-share) and then present their partner’s ideas to the rest of the group.
3. Teacher will ask students to think about topic and supporting details as you read “The Important Book.” Ask students to jot down
topics that appear throughout the book as you read.
4. After you finish reading the book, have students mention the topics that they wrote down. Choose one with which to model the
strategy. Turn to the page in the book (or on the screen) that mentions that particular topic and reread it. Have students identify the topic,
topic sentence, and supporting details for that page. How do we know that the topic is what it is? (it’s what the whole paragraph is
about). How did we decide on the topic sentence? (it’s the sentence that sums up what the paragraph is about). And the supporting
details? (it’s the details that support the topic sentence and that are about the topic). Provide these definitions for student notes.
Learning Activities - “During”:
1. Teacher will review with students the definitions of the terms topic, topic sentence, and supporting details, placing these terms in
ClearTouch notes or anchor chart notes for students.
2. Teacher will provide the first nonfiction passage (Elephants) to students. Read through the passage with the students, guiding them
through the hand graphic organizer. What is the sentence in the paragraph that sums up what the paragraph is about? From that topic
sentence, what is the one word topic that the paragraph is about? This will go on the thumb of the hand organizer. Then, find supporting
details and add these to the fingers of the hand. Make sure that students paraphrase instead of copying word for word from the text.
3. Provide various passages to students. Each student will have a pair or group that shares the same passage. Students will read their
assigned passage and work together to fill in the graphic organizer. They may work together, but they must each have their own
organizer.
Closure - “After”: ​5-10 minutes
1. Students will share what their passage was about-its topic, topic sentence, and supporting details, based on the work they did in pairs
or independently.
2. Teacher will ask students to explain what the terms topic, topic sentence, and supporting details mean. She will ask students to
explain how to find these things in a given passage. How can they apply this skill to help them in the future?
Assessment: ​Students will be able to articulate the topic sentence, topic, and supporting details both orally and in a written form by
using the provided hand graphic organizer.

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Evaluation Criteria:
Mastery: Topics are accurate and single word; topic sentences are accurate; supporting details accurate and paraphrased
Developing: Topics are somewhat accurate; some inaccuracies in topic sentences/supporting details AND/OR not paraphrased
Needs work: Topic is not identified accurately; inaccurate topic sentence; supporting details not paraphrased or not complete
Next Step: ​Now that students have learned about topic sentences, topics, and supporting details, they will be able to connect these
topics to determine the main idea of a text (with teacher support).
Extension: ​This lesson could be extended by asking students to complete the following activity: there are several sentences that could
go in one paragraph - one of them is the topic sentence and the rest are supporting details. They have to determine which one is the
topic sentence and why.

Lesson Plan Appendix and Commentary Section


Evidence and Formative Assessment of Student Learning:
Assessment Strategy #1: Alignment with Objectives:
Students will be able to articulate the topic sentence, topic, and Students are proving that they can determine the topic and
supporting details orally by using their hand as a guide (based on supporting details based on the text they read, as aligned with
the graphic organizer for the written assessment). the content objective.
Evidence of Student Understanding:​ Students’ oral and written
articulation provide evidence of the extent to which they can
Assessment Strategy #2: determine the topic and supporting details of a given text.
Students will be able to articulate the topic sentence, topic, and Student Feedback: ​Students will receive oral, specific feedback
supporting details in a written form by using the hand organizer to praising what they did correctly, noting what they were missing,
guide their thinking. with specific ways on how they can improve, all given with
encouraging words. Written feedback will be given afterward.

Utilizing Knowledge about Students to Plan and Implement Effective Instruction


Building on Personal/Cultural/Community Assets: ​Students have been practicing their nonfiction reading skills in the JOURNEYS
textbook, and they have learned to paraphrase. They will apply these skills when learning strategies about the main idea. This lesson
will relate to students’ personal and cultural assets in that the passages were chosen to relate to student areas of interest.
Planned Supports/Differentiation: ​Passages will be differentiated based on student reading level as to ensure access to successful
strategy practice for everyone. Students with greater need for challenge might be asked to read more challenging texts and look for
topics within paragraphs, as well as topics of the passage at large. Students who need more support may be asked to sort sentences

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by topic sentence and supporting details. If students are successful with the provided tasks, then they may be asked to read a longer
passage as well.

Supporting Literacy Development


Essential Literacy Strategies: ​determining the main idea of a text
Requisite Skills: ​Students will develop the following skills during this learning segment: reading and comprehending text, making
inferences, and using text evidence (supporting details) to support topics and main ideas.
Reading/Writing Connections: ​Students will learn to read a nonfiction text to determine its main idea. Writing down the topic
sentence, topic, and supporting details allows students to begin to internalize this step by step process. They can use these
strategies when working through standardized tests, as well as for better understanding of other texts they read in the future.

Supporting Literacy Development through Language


Language Function: ​determine [the main idea]
Key Learning Task: ​Students will determine the topic and supporting details (a beginning skill for main idea) by completing a graphic
organizer in the shape of a hand.
Additional Language Demands:
Vocabulary: Students must be able to explain, orally and in writing, the words topic, topic sentence, and supporting details (initial
brainstorming and ticket out the door).
Syntax: Students must be able to write the topic and supporting details on the hand organizer.
Discourse: Students will listen as the teacher models and guides instruction. They will discuss the academic language (topic, topic
sentence, supporting details, and how to determine something). They will also present what they discovered about the passage they
read in teams and independently.
Language Supports:
Teacher will model the strategy sub-skill, guide students in discussion of the academic language and vocabulary, provide sentence
stems for discourse requirements, and provide students with the hand graphic organizer that helps guide their thinking and writing.

Acknowledgements
Sources:​The hand organizer idea (and template) and the topic sentence/supporting details sort were thanks to Kim Miller, from the A
Love of Teaching blog. The first passage for modeling/guided practice is about Elephants, and it came from education.com. The
team/independent practice paragraphs came from Minds in Bloom Main Idea Task Cards (Teachers Pay Teachers).

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EdTPA Literacy Lesson #2: Finding the Main Idea
Grade Level: 4th Number of Students: ​5 Instructional Location: ​Central Georgia Date:​ March 13th, 2019
Lesson Goals
Central Focus of Lesson: ​Students learn to determine the main idea of a text by using its topic and subcategory to state the idea
that the author is trying to convey in the passage.
Standard(s) Addressed:
CCSS.ELA-LITERACY.RI.4.2​: Determine the main idea of a text and explain how it is supported by key details; summarize the text.
CCSS.ELA-LITERACY.RI.4.1​: Refer to details and examples in a text when explaining what the text says explicitly and when drawing
inferences from the text.
CCSS.ELA-LITERACY.RI.4.8​: Explain how an author uses reasons and evidence to support particular points in a text.

Lesson Objectives and Demands


Content Objectives:​ Students will be able to determine the topic and subcategory of a nonfiction passage. Students will be able to
determine the main idea of a passage using its topic and subcategory. Students will be able to explain the process of finding main idea.
Key Vocabulary in Lesson: ​supporting/key details, topic, topic sentence, subcategory, general, specific, main idea
Language Objectives:
Syntax: Students will utilize a graphic organizer and sticky notes to organize their thoughts on the topic, details, subcategory, and
author’s idea in order to determine the main idea of the passage.
Discourse: Students will discuss the process of determining subcategory and topic to determine the main idea in complete sentences.
They will use sentence stems to help them articulate their thinking.

Lesson Considerations
Materials: ​hand graphic organizers (1 per student per passage), pencils, nonfiction reading passages, ELA notebooks, whiteboard
Prior Academic Learning and Prerequisite Skills: ​Students must be able to determine the topic and supporting details from a
given text. Students must know what nonfiction text is.
Misconceptions: ​Students mistakenly think a random detail from a text or the topic sentence is the main idea. The misconception
arises because students are only taught about the topic and the specific sub-category of the topic rather than being taught to think
about the point the author is trying to make about that sub-category. Students should be taught the topic and sub-category, but, more
importantly, they should be taught how to think about these in order to formulate a sentence stating the point the author is trying to
make with that paragraph (making an inference).
Pre-Assessment: ​ Prior to this lesson, students were given a formal assessment in schoolcity to assess their ability to determine
main ideas and details from science and social studies nonfiction passages. Some of the questions involved student choice of
answer(s) given options, while others required students to summarize a text in their own words.

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Lesson Plan Details:

Lesson Introduction - “Before”:​ Teacher will ask students to brainstorm what main idea means. Why are we always looking for the
main idea? Have students think, write down their thoughts, and share with a partner before discussing as a class (what the passage is
about, the point the author is trying to make, must be complete sentence). Instruct students: We can use the information we found
yesterday (topic and supporting details) to come up with the main idea of a nonfiction passage.
Learning Activities - “During”:
1. Ask students to guide you through finding the topic sentence and supporting details of a passage. Refer back to a passage read
together from the day before. Students should have the hand organizer in their ELA notebook.
2. Guide students through the following steps of finding the main idea: First, find the topic. Then, use the supporting details to come up
with a particular subcategory for those details. Define subcategory for the students (a specific part of the topic at large). Draw arrows
from the fingers on the hand organizer pointing to a single phrase, which is the subcategory.
3. Model for students: combine the topic and subcategory to write a sentence that explains the point the author is making in the
paragraph. This is the main idea. On the hand organizer, it will be written in the palm of the hand. Explain to students: it’s on the palm of
the hand because it is the basis for everything else in the paragraph. All the details fall under this main idea.
4. After modeling the example for the students, engage the students in guided practice. Go through another paragraph passage
together, and ask the students questions to have them actively participating in their learning. Ask: How do you determine the topic? The
subcategory? What is the author trying to say in this paragraph?
5. Students will then practice the skill in pairs/groups. Students are encouraged to ask each other questions before asking the teacher.
Students may moderate their own discussion as a whole group, with teacher as fill-in facilitator as needed.
Planned supports: hand organizer; specific notes about what each piece of the main idea will look like (i.e. the topic should be one word,
the subcategory should be a phrase about that topic).
Closure - “After”:
1. Students will share what their passage was about - its topic, subcategory, idea (point), and main idea. They should refer to their sticky
notes and/or graphic organizer. As students share, teacher will give specific feedback for encouragement and improvement.
2. Discuss with students once more the process of finding main idea. Why is finding the main idea important?
Assessment: ​Students will have completed hand organizers in their reading notebooks - some as guided practice with the teacher and
others as independent practice. Students will be assessed on how well they are able to follow the steps in determining the main idea in
their notebooks, as well as on how well they can explain the steps to others.
Evaluation Criteria: ​In their independent work, students are able to….
Mastery: Determine the topic, subcategory, and main idea of a text with ease. Can explain process to others.
Developing: Can determine some parts independently, but needs help with others. Explanation is attempted, but incomplete or unclear.
Needs work: Unable to determine the topic, subcategory, and main idea. Struggles with explaining the process.

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Next Step: ​Students will learn to determine the main idea for passages that are longer than one paragraph, and to summarize these
texts using main ideas and details.
Extension: ​Given the topic, subcategory, and idea of a passage (unlabeled), ask students to determine which is which and explain why.

Lesson Plan Appendix and Commentary Section


Evidence and Formative Assessment of Student Learning:
Assessment Strategy #1: ​Students will be able to determine the Alignment with Objectives:
topic, subcategory, and main idea of a text and note them in a Students are proving that they can determine the topic,
written form (using the hand graphic organizer). subcategory, and main idea based on the text they read, as
aligned with the content objective.
Evidence of Student Understanding:​ Students’ written notes
Assessment Strategy #2: clearly demonstrate understanding of the various pieces that go
Students will be able to explain the process of how to find the into the determination of the main idea. Their explanations
main idea, including the topic, subcategory, and the idea provide evidence of the depth of their understanding of the
(author’s main point). process of finding main idea.
Student Feedback: ​Students will receive oral, specific feedback
praising what they did correctly, noting what they were missing,
with specific ways on how they can improve, all given with
encouraging words. Written feedback will be given afterward.

Utilizing Knowledge about Students to Plan and Implement Effective Instruction


Building on Personal/Cultural/Community Assets: ​Students have been practicing their nonfiction reading skills in the JOURNEYS
textbook, and they have learned to paraphrase. They will apply these skills when learning strategies about the main idea. This lesson
will relate to students’ personal and cultural assets in that the passages were chosen to relate to student areas of interest.
Planned Supports/Differentiation: ​Passages will be differentiated based on student reading level as to ensure access to successful
strategy practice for everyone. Students with greater need for challenge might be asked to read more challenging texts and look for
topics within paragraphs, as well as topics of the passage at large. Students who need more support may be asked to sort sentences
by topic sentence and supporting details. If students are successful with the provided tasks, they may be asked to read a longer text.

Supporting Literacy Development


Essential Literacy Strategies: ​determining the main idea of a text (through composing a main idea statement)

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Requisite Skills: ​Students will develop the following skills during this learning segment: reading and comprehending text, making
inferences, and using text evidence (supporting details) to support topics and main ideas within composition of text.
Reading/Writing Connections: ​Students will learn to read a nonfiction text to determine its main idea. Writing down the topic,
supporting details, subcategory, and ideas allows students to visualize and utilize this step by step process. They can use these
strategies when working through standardized tests, as well as for better understanding of other texts they read in the future.

Supporting Literacy Development through Language


Language Function: ​determine [the main idea]
Key Learning Task: ​Students will determine the topic, subcategory, and author’s main point in order to articulate the author’s main
idea in a sentence form. They will do this by completing a graphic organizer in the shape of a hand, as well as using sticky notes.
Additional Language Demands:​Vocabulary: Students must be able to explain, orally and in writing, the words topic, subcategory
and main idea (initial brainstorming and final discussion).
Syntax: Students must be able to write the topic, subcategory, and main idea on the hand organizer.
Discourse: Students will listen as the teacher models and guides instruction. They will discuss the academic language (topic,
subcategory, and main idea). They will also present what they discovered about the passage they read in teams and independently.
Language Supports: ​Teacher will model the strategy, guide students in discussion of the academic language and vocabulary,
provide sentence stems for discourse requirements, and provide students with the hand graphic organizer that helps guide student
thinking and writing.

Acknowledgements/Sources: ​The method of teaching main idea was inspired by Gravity Goldberg and Renee Houser’s Blog: What
do I teach Readers Tomorrow? : specifically, the article entitled Why Students Struggle to Figure Out Main Ideas in Nonfiction Texts.
The hand organizer template and the guided passages came from the A Love of Teaching blog (Kim Miller), while the independent
practice came from The Owl Spot Main Idea Task Cards on Teachers Pay Teachers.

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EdTPA Literacy Lesson #3: Summarizing a Text
Grade Level: 4th Number of Students: ​5 Instructional Location: ​Central Georgia Date:​ March 18th, 2019
Lesson Goals
Central Focus of Lesson: ​Students learn to determine the main idea of a text by using its topic and subcategory to state the idea
that the author is trying to convey in the passage. Students will summarize a short passage by finding the main idea of each
paragraph/section.
Standard(s) Addressed:
CCSS.ELA-LITERACY.RI.4.2​: Determine the main idea of a text and explain how it is supported by key details; summarize the text.
CCSS.ELA-LITERACY.RI.4.1​: Refer to details and examples in a text when explaining what the text says explicitly and when drawing
inferences from the text.
CCSS.ELA-LITERACY.RI.4.8​: Explain how an author uses reasons and evidence to support particular points in a text.

Lesson Objectives and Demands


Content Objectives:​ Students will be able to determine the main idea of a paragraph/section using its topic and subcategory.
Students will be able to summarize a passage by finding the main ideas in each paragraph/section.
Students will be able to summarize the processes of finding main idea and summarization.
Key Vocabulary in Lesson: ​summarize, supporting/key details, topic, subcategory, main idea
Language Objectives:
Syntax: Students will utilize a graphic organizer and sticky notes to organize their thoughts on the topic, details, subcategory, and
author’s idea in order to determine the main idea of a paragraph/section. They will utilize Super Summary
Discourse: Students will discuss the process of determining subcategory and author’s idea to determine the main idea in complete
sentences. They will discuss how main ideas from each paragraph/section help them to form a summary. They will use sentence
stems to help them articulate their thinking.

Lesson Considerations
Materials: ​hand graphic organizers (1 per student per passage), nonfiction reading passages, ELA notebooks, whiteboard
Prior Academic Learning and Prerequisite Skills: ​Students must be able to determine the main idea of a nonfiction paragraph.
Misconceptions: ​Students mistakenly think a random detail from a text or the topic sentence is the main idea. The misconception
arises because students are only taught about the topic and the specific sub-category of the topic rather than being taught to think
about the point the author is trying to make about that sub-category. Students should be taught the topic and sub-category, but, more
importantly, they should be taught how to think about these in order to formulate a sentence stating the point the author is trying to
make with that paragraph/section (making an inference).

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Pre-Assessment: ​ Prior to this lesson, students were given a formal assessment in schoolcity to assess their ability to determine
main ideas and details from science and social studies nonfiction passages. Some of the questions involved student choice of
answer(s) given options, while others required students to summarize a text in their own words.

Lesson Plan Details:

Lesson Introduction - “Before”:


Teacher will ask students to brainstorm what it means to summarize. Why is it an important skill to be able to summarize? Have students
think, write down their thoughts, and share with a partner before discussing as a class (a paragraph including the most important
information from the passage, can be built from main ideas). Instruct students: We can use the information we found previously (topic,
subcategory, main ideas) to write a summary of a nonfiction passage.
Learning Activities - “During”:
1. Tell students that we will be learning to summarize a longer text by finding the main idea of each paragraph.
2. Introduce a new passage to the students. Have them read the first paragraph/section independently. Have them guide you through
finding the main idea. Allow them to guide their own discussion (one person speaking at a time).
3. Have students guide you through finding the main idea in each of the rest of the paragraphs/sections, providing them scaffolding as
needed (remind them of procedures previously learned). Then have students write these main ideas of the paragraphs to be included in
the passage’s summary. Do we need to add, change, or take out words to make the summary make more sense/flow better?
4. After modeling the example for the students, engage the students in guided practice. Go through another passage together, and ask the
students questions to have them actively participating in their learning. Ask: How do you determine each paragraph’s main idea? What is
the author’s main point in this passage? How do these ideas form a summary of the passage?
5. Students will then practice the skill in pairs/groups and/or independently with differentiated passages, making use of the hand graphic
organizers. Students are encouraged to ask each other questions before asking the teacher. Students may moderate their own discussion
as a whole group, with teacher as fill-in facilitator as needed.
Closure - “After”:
1. Students will share what their passage was about - they will share each paragraph’s main idea, the passage’s summary, and how they
came up with both. They should refer to their graphic organizers. As students share, teacher will give specific feedback for encouragement
and improvement.
2. Discuss with students once more the process of finding main ideas and summaries. Why is it important to know how to summarize? As a
ticket out the door, have students explain the process of summarizing a text. They must be able to summarize how to summarize, and
explain why it’s important in two or three sentences.
Assessment: ​Students will have completed graphic organizers and summaries in their reading notebooks - some as guided practice with
the teacher and others as independent practice. Students will be assessed on how well they are able to follow the steps in summarization
in their notebooks, as well as on how well they can explain the steps to others.

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Evaluation Criteria: ​In their independent work, students...
Mastery: Determines the main idea of paragraphs/texts with ease. Integrates these ideas into a summary. Can explain process to others.
Developing: Some attempts demonstrate ability to determine main ideas, while others do not. Does not integrate well into summary.
Explanation is attempted, but incomplete or unclear.
Needs work: Unable to determine the main idea in paragraphs/texts and/or copies directly from text. Struggles with explaining the process.
Next Step: ​Students will be able to summarize longer and more challenging passages.
Extension: ​Given the main ideas of the passage and the paragraphs/sections, students will be able to match the ideas to their specific
paragraphs or the entire passage.
Lesson Plan Appendix and Commentary Section
Evidence and Formative Assessment of Student Learning:
Assessment Strategy #1: ​Students will be able to determine the Alignment with Objectives:​Students are proving that they can
main ideas of individual paragraphs/sections as well as entire determine the main ideas of paragraphs/sections and passages
passages (utilizing graphic organizers as supports). They will be based on the text they read, as aligned with the content
able to summarize the text using these main ideas. objective.
Evidence of Student Understanding:​ Students’ written notes
clearly demonstrate understanding of the various pieces that go
Assessment Strategy #2: into the determination of the main idea. Their summarizations
Students will be able to summarize the processes of finding main provide evidence of the depth of their understanding of the
idea and summarization through verbal articulation and in written processes of finding main idea and summarizing a text.
responses. Student Feedback: ​Students will receive oral feedback during
instruction, praising what they did correctly, noting what they
were missing, with specific ways on improvement, all given with
encouraging words. Written feedback will be given afterward.

Utilizing Knowledge about Students to Plan and Implement Effective Instruction


Building on Personal/Cultural/Community Assets: ​Students have been practicing their nonfiction reading skills in the JOURNEYS
textbook, and they have learned to paraphrase. They will apply these skills when learning strategies about summarization. This
lesson will relate to students’ personal and cultural assets in that the passages were chosen to relate to student areas of interest.
Planned Supports/Differentiation: ​Passages will be differentiated based on student reading level as to ensure access to successful
strategy practice for everyone. Students with greater need for challenge might be asked to read more challenging texts and look for
Students who need more support may be asked to sort sentences by topic sentence and supporting details. If students are
successful with the provided tasks, then they may be asked to read a longer passage as well.

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Supporting Literacy Development
Essential Literacy Strategies: ​determining the main idea of a text; summarizing the text
Requisite Skills: ​Students will develop the following skills during this learning segment: reading and comprehending text, making
inferences, and using text evidence (supporting details) to support topics and main ideas.
Reading/Writing Connections: ​Students will learn to read a nonfiction text to determine its main idea and summarize it. Finding the
main idea of each paragraph/section will help them to find the main idea of the entire passage. They can use these strategies when
working through standardized tests, as well as for better understanding of other texts they read in the future.

Supporting Literacy Development through Language


Language Function: ​determine [the main idea]; summarize
Key Learning Task: ​Students will determine the author’s main ideas in each paragraph/section in sentence form. They will use
these ideas to determine a main idea of the entire text, as well as summarize the text.
Additional Language Demands:​Vocabulary: Students must be able to explain, orally and in writing, the words main idea and
summary (initial brainstorming and final discussion).
Syntax: Students must be able to determine each paragraph or section’s main idea by utilizing the hand organizer and sticky notes.
They will then express these main ideas in sentence form on the main idea graphic organizer to help them determine the main idea
of the entire text, as well as to summarize the text.
Discourse: Students will listen as the teacher models and guides instruction. They will discuss the academic language (main idea and
summarization). They will also present what they discovered about the passage they read in teams and independently.
Language Supports: ​Teacher will model the strategy, guide students in discussion of the academic language and vocabulary,
provide sentence stems for discourse requirements, and provide students with the graphic organizer supports that help guide student
thinking and writing.

Acknowledgements/Sources: ​The method of teaching main idea was inspired by Gravity Goldberg and Renee Houser’s Blog:
What do I teach Readers Tomorrow? : specifically, the article entitled Why Students Struggle to Figure Out Main Ideas in
Nonfiction Texts. The hand organizer template and the guided passages came from the A Love of Teaching blog (Kim Miller).
Selected passages came from education.com, Laura Davis on Teachers Pay Teachers, and Ferst Loves Fiction on Teachers Pay
Teachers.

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