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Readinglesson
Readinglesson
Grade Level/Subject:
Central Focus:
Fourth Grade/Reading
Students will determine the main idea and explaining how
the key details support the main idea in an article
Essential Standard/Common Core Objective:
CCSS.ELA-LITERACY.RI.4.2
Date submitted:
Date
Determine the main idea of a text and explain how it is supported taught:
Prior Knowledge:
Students will need to know how to comprehend an informational text as well as how to
summarize information
Activity
2. Statement of
Objective
for Student
3. Teacher Input
Time
4. Guided Practice
Hmm, after reading this page I think the most important part
was towards the bottom where it talked about the teacher
trembling. Using a pencil Im gonna underline the sentence
that says: The teacher is crying. I underlined that sentence
because that seems to be the main idea of the whole page.
Now can I just say something like that without giving
evidence? Students should say no. Thats right. I need to
explain why I think thats the main idea. To do this I need to
look for key details. Key details are sentences or phrases that
support the main idea. Im going to circle the key details I see
on this page. If the teacher is crying then I think I should
circle: the teacher stammered, wiped her eyes, her hand
trembled. I circled these details because they support my
statement that the teacher was crying.
-Pass out the Five Themes of Geography article to the
students
Youve seen me determine the main idea & key details in a
fictional piece. Now I want us to work on a nonfiction text.
Make sure we have pencils out ready to use. Before we start
reading the article who can tell me what the bold faced words
at the top of the page is called?
-Student should answer that it is called the title. Ask the child
what the purpose of a title is for. This is to review other
features of a text.
We have a title at the top. However I see other boldfaced
words all throughout the rest of the article. What are those
called?
-Student should say headings, could also say subtitles but
reiterate the fact that they can be called headings also. Ask
the reason for those as well.
What about the small paragraph at the top that doesnt have
a heading? What would that section be for?
-Student should answer that it is the introduction. Again ask
the purpose for it to be included.
Now that weve looked at all the text features of this article I
think were ready to start reading. Read aloud the
introduction. Who thinks they could tell me what sentence
they think is the main idea of our introduction? Allow
students to attempt to answer it. The correct sentence is the
last one. Weve underlined the last sentence because the
authors main idea of this introduction is to tell us that its
important to use the five themes of geography if we want to
be like geographers. Now we need key details to support this
main idea. Allow students to identify what they think are the
key details and have them circle them. Have one or two
students explain why they think that sentence/phrase is a key
detail.
5. Independent
Practice
6. Assessment
Methods of
all
objectives/skills:
7. Closure
8. Assessment
Results of
all
objectives/skills:
Targeted Students
Modifications/Accommodations:
For ELLs: Allow students to raise their hand
and ask for an explanation of an unknown
word before reading independently
Materials/Technology:
Soft Rain book
(25) copies of Five Themes article
SMART Board/Document Camera
References:
Mrs. Wilson
Student/Small Group
Modifications/Accommodations:
Pull a small group of specific ELL students and
read the sections aloud to them and then have
them underline and circle independently.
Reflection on lesson: