Main Idea, Theme, and Details Content Module
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The National Center and State Collaborative (NCSC) is applying the lessons learned from the past decade of research on alternate assessments based on alternate achievement standards (AA-AAS) to develop a multi-state comprehensive assessment system for students with significant cognitive disabilities. The project draws on a strong research base to develop an AA-AAS that is built from the ground up on powerful validity arguments linked to clear learning outcomes and defensible assessment results, to complement the work of the Race to the Top Common State Assessment Program (RTTA) consortia.
Our long-term goal is to ensure that students with significant cognitive disabilities achieve increasingly higher academic outcomes and leave high school ready for post-secondary options. A well-designed summative assessment alone is insufficient to achieve that goal. Thus, NCSC is developing a full system intended to support educators, which includes formative assessment tools and strategies, professional development on appropriate interim uses of data for progress monitoring, and management systems to ease the burdens of administration and documentation. All partners share a commitment to the research-to-practice focus of the project and the development of a comprehensive model of curriculum, instruction, assessment, and supportive professional development. These supports will improve the alignment of the entire system and strengthen the validity of inferences of the system of assessments.
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NCSC is a collaborative of 15 states and five organizations.
The states include (shown in blue on map): Arizona, Connecticut, District of Columbia, Florida, Georgia, Indiana, Louisiana, Nevada, Pacific Assessment Consortium (PAC-6)1, Pennsylvania, Rhode Island, South Carolina, South Dakota, Tennessee, and Wyoming.
Tier II states are partners in curriculum, instruction, and professional development implementation but are not part of the assessment development work. They are (shown in orange on map): Arkansas, California, Delaware, Idaho, Maine, Maryland, Montana, New Mexico, New York, Oregon, and U.S. Virgin Islands.
1 The Pacific Assessment Consortium (including the entities of American Samoa, Commonwealth of the
Northern Mariana Islands, Federated States of Micronesia, Guam, Republic of Palau, and Republic of the Marshall Islands) partner with NCSC as one state, led by the University of Guam Center for Excellence in Developmental Disabilities Education, Research, and Service (CEDDERS).
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The five partner organizations include: The National Center on Educational Outcomes (NCEO) at the University of Minnesota, The National Center for the Improvement of Educational Assessment (Center for Assessment), The University of North Carolina at Charlotte, The University of Kentucky, and edCount, LLC.
150 Pillsbury Drive SE
207 Pattee Hall Minneapolis, MN 55455 Phone: 612-708-6960
Fax: 612-624-0879 www.ncscpartners.org
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Main Idea, Theme, and Details Content Module
July 2013
Main Idea and Theme Content Module, July 2013 6
Table of Contents
Plot the Course ............................................................................................................... 7
Time for Take Off ............................................................................................................ 8
Floating on Air ............................................................................................................... 10
Main Idea PowerPoint ................................................................................................... 13
Theme PowerPoint ........................................................................................................ 20
Sharing the Sky ............................................................................................................. 30
Prepare for Landing....................................................................................................... 33
Main Idea, Theme, and Supporting Details Assessment ............................................... 37
Main Idea, Theme, and Supporting Details Assessment Key ........................................ 39
General Education ELA Lesson Plan: Main Idea .......................................................... 41
General Education ELA Lesson Plan: Finding the Main Idea ........................................ 43
Main Idea and Theme Content Module, July 2013 7
Plot the Course
The rationale
Whether reading a story, a content area text book, a comic, or a poem, the ability to determine the main idea, theme, and supporting details is a lifelong skill readers use to foster higher level thinking and deeper comprehension.
Module Goal
The goal of this module is to provide detailed information on determining the main idea and theme using supporting details of a text to teachers of students with disabilities at the elementary and middle school level. This module aims to provide teachers with a general overview of these concepts as well as teaching suggestions so that a teacher can begin to plan instruction for these concepts. Additionally, this module provides instructors with potential adaptations and modifications to consider when designing materials and instruction for students with severe disabilities.
Module Objectives
After viewing the content module, teachers will:
1. Develop a deeper understanding of determining main idea, theme, and supporting details as proficient reader strategies.
2. Learn instructional strategies for teaching students how to determine main idea and theme and find supporting details when reading to enhance comprehension.
This module is organized using the following sections: Time for Take Off, Floating on Air, and Prepare for Landing. Key vocabulary is provided in the “Time for Take Off” section of the module. Connections to the Common Core State Standards and PowerPoint presentations containing information and instructional suggestions for teaching about main idea, theme, and details are shared in the “Floating on Air” component. In “Prepare for Landing”, strategies to review, reinforce, and apply main idea and theme to real world connections are provided.
Main Idea and Theme Content Module, July 2013 8
Time for Take Off
Understanding the vocabulary used when learning about main idea, theme, and details is important for both teachers and students in planning and implementing reading lessons. As a teacher, knowing and using the terms not only ensures your instruction stays true to the content, but will also help with collaborating with other reading teachers or literacy experts. When choosing which vocabulary to teach, it is most important that the teacher selects the most salient, important, or most frequently used vocabulary for each lesson.
Below you will find a list of vocabulary related to this module. It may or may not be necessary to provide instruction for all terms as students may have learned them previously. If you are a secondary teacher and are not confident your students have been taught these vocabulary terms, you may want to review and teach those unknown terms during the focus and review section of your lesson plan.
While providing vocabulary instruction, you may consider including pictures or objects to make the instruction more concrete for students with disabilities (See Ideas to support vocabulary learning below).
Vocabulary
summary – containing the key points or big idea
main idea – the most important idea in the text
details – specific smaller elements that are part of a larger work
key word – essential or significant words related to the text
relevant – has significant importance
irrelevant – not important or related
characters – person/persons in a story
setting – place where the story happens
plot – sequence of events involving characters in conflict situations
point of view – perspective from which the story is told
theme – moral or big idea of the story
inference – a conclusion or opinion that is formed based on facts or evidence
context clues – words and sentences within a text that provide additional information
Main Idea and Theme Content Module, July 2013 9
Idea to support vocabulary learning
Use visual representations or actions to explain main idea, theme, and supporting details and their terms. For example, the following images may be shared to teach some common ‘themes’.
This image might be used to represent “teamwork” or “determination.”
This image might be used to represent “brave,” “courage” or “challenges.”
Main Idea and Theme Content Module, July 2013 10
Floating on Air
Before you can begin teaching your students about main idea, theme, and supporting details, it is important that you first have a deep understanding of the information. Some of the concepts may be familiar to you. Below is a list containing Standard R.L.2, R.I.2, R.L.9, and R.I.9 from the Common Core State Standards for grades K-8. You will also find a series of PowerPoint presentations containing information, examples, and instructional suggestions for teaching main idea, theme, and supporting details below the chart.
ELA Common Core State Standard 2 and 9: Main Idea, Theme, and Details - Grades K-8 K RL.2.With prompting and support, retell familiar stories, including key details.
RI.2. With prompting and support, identify the main topic and retell key details of a text. RL.9. With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. RI.9. With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
1 RL.2. Retell stories, including key details, and demonstrate understanding of their central message or lesson. RI.2. Identify the main topic and retell key details of a text. RL.9. With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. RI.9. Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
2 RL.2. Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. RI.2. Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text. RL.9. Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures. RI.9. Compare and contrast the most important points presented by two texts on the same topic.
3 RL.2. Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. RI.2. Determine the main idea of a text; recount the key details and explain how they support the main idea. RL.9. Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series). RI.9. Compare and contrast the most important points and key details presented in two texts on the same topic.
Main Idea and Theme Content Module, July 2013 11
4 RL.2. Determine a theme of a story, drama, or poem from details in the text; summarize the text. RI.2. Determine the main idea of a text and explain how it is supported by key details; summarize the text. RL.9. Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures. RI.9. Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
5 RL.2. Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. RI.2. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. RL.9. Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics. RI.9. Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
6 RL.2. Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. RI.2. Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. RL.9. Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics. RI.9. Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person).
7 RL.2. Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text. RI.2. Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text. RL.9. Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history. RI.9. Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.
8 RL.2. Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text. RI.2. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text. RL.9. Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new. RI.9. Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.
Main Idea and Theme Content Module, July 2013 12
Deepen your understanding. Click on each PowerPoint below.
[Insert Main Idea and Theme Power points here]
Great! Now that you have viewed the PowerPoint presentations, the next section will provide some ideas to consider when planning for Universal Design for Learning.
What is Main Idea?
• The main idea is what the paragraph is mostly about. All the sentences are joining together to give the reader a message.
• Sometimes the main idea is directly stated within the passage. Other times, it is inferred, which means the reader has to "read between the lines" and figure it out on their own.
Why Teach Main Idea?
• When the main idea is present at the beginning of a text, it alerts the reader to upcoming information.
• It provides the reader with a framework for understanding and recalling the important ideas in the text.
• Learning how to identify the main idea will help readers remember what they read and improve their comprehension.
Teaching Main Idea
• Begin by identifying the main idea at the sentence level, then practice with a paragraph, and finally with an entire selection.
• Teach students that main idea is sometimes expressed as a topic sentence usually found in the beginning of the text.
Teaching Main Idea Continuum
1. Identify the key words of a sentence 2. Identify key words or topic of a paragraph 3. Identify the topic sentence of a paragraph 4. Recognize the explicitly stated point of a paragraph 5. Infer the main idea of a paragraph 6. Recognize the relationships among ideas in related paragraphs in longer selections 7. Infer relationships among ideas in related paragraphs in longer selections
How to Identify Key Words
• Mastery of identifying key words at the sentence level is essential in order for students to move on to larger bodies of text.
• Begin at the sentence level to identify key words:
The small pig was frightened by the big, bad wolf.
• "What is the sentence about?" - It is about a small pig. • “What about that small pig?” - It is frightened by the wolf.
• Once mastery at the sentence level is achieved, move on to
identifying key words of a paragraph. Model how to highlight important words and discuss their meaning within the paragraph.
Your Turn!
Now ask yourself: • What is main idea?
• What is the best way to begin
teaching students to find the main idea?
Check for Understanding
• What is main idea? – The main idea is what the paragraph
is mostly about.
• What is the best way to begin teaching students to find the main idea? – Begin by identifying key words at the
sentence level.
What is theme?
• Central and underlying meaning of the story.
• Big idea the author wants the reader to take away from the text - writer’s view of the world or a revelation about human nature.
Common Themes found in Literature
http://www.scholastic.com/teachers/sites/default/files/images/blogs/81/6a00e54faaf86b8833014e5f3f9f99970c
How to Find the Theme
• It is common for stories to have multiple themes.
• Theme can be stated explicitly or implicitly. For example, fables explicitly state the theme at the end.
• Unlike the main idea, the theme can often be found at the conclusion of the story.
• Most often, readers have to infer the theme based on… character traits, motivations, actions, emotions, and values.
Teaching Theme
• Double Entry Journal • Story Quilts • Herringbone Graphic Organizer
Double Entry Journals • Open ended tools that can be used in
numerous ways. • To encourage students to consider theme
and evidence from the text, have them record the them in the left column with evidence from the text to support it in the right column.
Theme Evidence From the Text (with page #)
Story Quilts • Determine the theme of the story through
symbolic drawings. Procedure:
1. Have students select a quote or write their own to demonstrate the theme of the story.
2. They then make a symbol to represent the quote.
3. Using these symbols and quotes, the students will make a quilt square on paper or cloth.
4. After all the squares are completed, assemble the quilt on a bulletin board or into the quilt (if using cloth).
Herringbone Graphic Organizer
• Provide students with a framework for making decisions about main ideas and important supporting details in text.
Sample Questions about Theme
• What message did you take away from reading this text? Which clues helped you determine this theme?
• Which passage in the text is most significant? Why?
• How does the changes the main character undergoes help you determine the message of the book?
• What affected your interpretation of the theme the most: the plot, the characters, the setting?
Your Turn!
Now ask yourself: • What is theme?
• What is a strategy for teaching
students to find the theme when reading?
Check for Understanding
• What is theme? – The central and underlying meaning of
the story.
• What is a strategy for teaching students to find the theme when reading? – Double Entry Journal – Story Quilts – Herringbone Graphic Organizer
Main Idea and Theme Content Module, July 2013 30
Sharing the Sky
UNIVERSAL DESIGN FOR LEARNING
Visual Impairment or Deaf/Blind
Physical Impairment: Little/ No Hand Use
Lacks Basic Concepts Motivational/ Attention Issues
Representation Use a talking device such as an avatar; use large print text, raised text or Braille, use objects and images to represent the main idea or theme; use online tools to create graphic organizers (i.e., Readwritethink.org); Use picture cards and graphic organizers to sort key aspects of the text including key words (i.e., character, setting, etc.).
Student scans an array of possible options and uses a switch to select the correct answer when asked a question pertaining to a given text; use computer representation of key aspects of the text that can be manipulated with switch; place key aspects of the text on a slant board or eye gaze board; create an exercise in the classroom that the student can walk or ride in wheelchair to find the main idea or theme in the text.
Use appropriate and accessible text. Rewrite text to simplify plot and details. Include additional images and illustrations to help convey the meaning of the text. Provide students with graphic organizers and sentence starters. Highlight key words within the context of the print.
Use motivating objects and topics to determine the main idea, theme, and details (i.e., puppets or student’s favorite character, animal, etc.). Incorporate technology including computer representations, videos, animations, and talking avatar. Allow students to self-select text of interest.
Expression Student states answer; use voice output devices for student to select the correct answer; teach tangible symbols for key phrases (i.e., characters’ feelings/actions, setting, problem, theme, etc.)
Uses a switch to indicate correct answers; uses an eye gaze board to select answer; uses a blink response to select answer; phrase questions so that they require a “yes/no” response, these can easily be answered using an eye gaze, head turn, two switches, etc.
Student selects pre-made cards with key ideas from the text versus writing them; selection of correct answer is done after a model; student answers “yes/no” questions.
Have students find the main idea, theme, and details with images, drawing, interactive computer programs, etc.
Main Idea and Theme Content Module, July 2013 31
Visual Impairment or Deaf/Blind
Physical Impairment: Little/ No Hand Use
Lacks Basic Concepts Motivational/ Attention Issues
Engagement Teach students to use their hands to scan objects; use talking avatars or read aloud of text; start with simple, large print text and online interactive text; use text featuring topics and characters that are familiar and reinforcing to students.
Use bright colors to call attention to key words; use a computer with AT where the student can click to answer; use cards that are large enough to accommodate the movements that the student is able to make; pair student with another student without a physical impairment and have them work together to find the main idea, theme, and supporting details of the text.
Student uses websites and listening centers that read aloud text. Use bright colored stickers or sticky notes to mark key words within text. Use puppets, objects, and picture cards to find the main idea, theme and supporting details in the text. Explicitly model using think alouds along with visual images and actions.
Create games in which students interact with partners to find the main idea, theme, and details using cards with images. Create stories and text that involve the students and their personal interests and experiences.
Main Idea and Theme Content Module, July 2013 32
Concept Map
Main Idea
Detail
Detail
Detail
Main Idea and Theme Content Module, July 2013 33
Prepare for Landing
Below you will find ideas for linking main idea, theme, and supporting details to real-world applications, the college and career readiness skills addressed by teaching these concepts, module assessments for teachers, sample general education lesson plans incorporating Universal Design for Learning framework, blog for teachers to share their ideas, and a place to upload and share lesson plans from teachers who completed this module.
One way to help assist in a special educator’s development within this curricular area is through collaboration with other teachers in your building. Often these skills are practiced outside of an ELA classroom in other curricular areas as well as during everyday tasks. Some activities with real world connection include:
Associate the skills of main idea, theme, and supporting details to wide range of reading and real world texts. This allows the students to apply the learning to real reading experiences. This supports students’ meaning making process and will increase their reading comprehension.
Students can also practice main idea, theme, and supporting details skills when discussing TV shows, movies, video games, sports, etc.
In addition to the real-world applications of these concepts, skills taught within this content module also promote the following college and career readiness skills.
Communicative competence Students will increase their vocabulary to include concepts related to “main idea,” “theme” and “inferencing.” Specifically, they will learn to use language such as, “I am thinking…” “The main idea of the text is…” and “Supporting details include…”
Fluency in reading, writing, and math Students will have opportunities to increase their fluency and comprehension as they develop their abilities to determine main idea, theme, and supporting details. By having stronger proficiency with main idea, theme, and supporting details, students will be able to process text more strategically and at a more fluent pace. They will also understand the text in greater depth.
Age appropriate social skills Students will engage in peer groups to determine the main idea, theme, and supporting details of a range of texts.
Main Idea and Theme Content Module, July 2013 34
Independent work behaviors Students will engage in independent reading. They will have increased opportunities to practice finding the main idea, theme, and supporting details in the real-life reading context.
Skills in accessing support systems At times, students will need to ask for assistance to complete activities related to “main idea,” “theme” and “supporting details” which will give them practice in accessing supports. Students will gain practice asking for help with reading a range of diverse text as needed. They can ask a peer to complete the physical movements of the tasks they are not able to do themselves. Be sure to teach students to ask versus having items or supports automatically given to them. In addition to collaborating with other educational professionals in your building, the following list of resources may also help provide special educators with ideas for activities or support a more thorough understanding of the concepts presented in this content module.
Suggested Children’s Literature with an Emphasis on Theme
Smoky Night by Eve Bunting Fly Away Home by Eve Bunting The Other Side by Jacqueline Woodson Number the Stars by Lois Lowry
Additional Resources
http://my.hrw.com/nsmedia/intgos/html/igo.htm – This site provides a variety of graphic organizers on main idea and details to help students organize their thoughts. Organizers are available in PDF format and each organizer has teaching notes and lesson ideas attached.
http://www.readinglady.com/mosaic/tools/Madison%20DI%20documents.pdf – This document gives teachers examples for how to determine important ideas and relevant details from a text. Text frames, vocabulary signal words, and other comprehension strategies are included.
http://www.brainpopjr.com/readingandwriting/comprehension/mainidea/grownups.weml – This site provides teachers and parents with different activities to teach main idea and videos for students to learn how to find the main idea and important details.
http://www.youtube.com/watch?v=u230G2FPua8 – This song was created and sang by a teacher to teach her students about main idea. It is sung to the popular Justin Bieber song, “Beauty and the Beat.”
Main Idea and Theme Content Module, July 2013 35
References
http://www.readingrockets.org/article/21160/ – This article discusses how to effectively teach metacognitive strategies to enhance students’ comprehension. The article provides research and practical application strategies to teach vocabulary, main idea, and details.
http://www.learner.org/workshops/teachreading35/pdf/Qs_struggling_readers.pdf – This article from the Reading Teacher addresses teachers’ questions and concerns related to helping struggling readers based on an informal study and teacher survey. The article provides strategies for comprehension, testing, classroom management, motivation, and family involvement.
Beers, Kylene. (2003). When kids can't read: What teachers can do. Portsmouth, NH: Heinemann.
Harvey, S., & Goudvis, A. (2007). Strategies that work: Teaching comprehension for understanding and engagement (2nd ed.). Portland, Me: Stenhouse
Chapter ten focuses on how to determine important information in non-fiction texts. Authors provide ideas and student examples for how to determine key topics, important ideas, and supporting details.
Module Assessments
Insert Assessment here
Sample General Education lesson plans
Insert Main Idea Lesson with UDL
http://www.readingrockets.org/strategies/reading_guide/ – This article provides an outline for how to use reading guides to help students find the main idea and better comprehend the text.
http://www.readwritethink.org/classroom-resources/lesson-plans/exchanging-ideas-sharing-journals-1054.html?tab=4#tabs –This lesson shows how to use shared dialogue journals for students to interact with one another and respond to different texts. This strategy helps students increase their comprehension of the reading through writing and corresponding with their peers.
http://www.scholastic.com/teachers/top_teaching/2011/02/helping-students-grasp-themes-in-literature – This article provides a list of common themes in literature and lesson ideas for using picture books to explore finding “THE MESSAGE” to help students remember that the theme is the message.
Main Idea and Theme Content Module, July 2013 36
http://www.liketoread.com/Resources/Visualize%20Main%20Idea.pdf – This activity helps students visualize the main idea through sketching. Sketching will help show students how the main event will be the most important idea or main idea.
Have an idea: Upload the lesson plans you’ve created here
Insert link for teachers to upload lesson plans
Teacher’s Corner: Blog with other teachers
Insert forum or blog for teachers to share ideas
Adapt the following general education lesson plan; adapt, and upload. These lesson plans may be shared with higher education professionals developing strategies to provide meaningful academic instruction in ELA to students with severe disabilities.
Insert Main Idea Up for the Challenge Lesson
Insert link for teachers to upload lesson plans
Main Idea and Theme Content Module, July 2013 37
Main Idea, Theme, and Supporting Details Assessment
True or False
1. The main idea is what the paragraph is mostly about. TRUE FALSE Correct feedback: Yes, this answer is true. The main idea is what the paragraph is mostly about.
Incorrect feedback: Nice try! This answer is true. The main idea is what the paragraph is mostly about. Please review the Main Idea PowerPoint.
2. The main idea is always directly stated in the beginning of a text. TRUE FALSE
Correct feedback: Yes, this answer is false. The main idea is not always directly stated in the beginning of the text. Sometimes readers have to infer the main idea.
Incorrect feedback: Nice try! This answer is false. The main idea is not always directly stated in the beginning of the text. Sometimes readers have to infer the main idea. Please review the Main Idea PowerPoint.
3. The theme is often discovered at the beginning of the story. TRUE FALSE Correct feedback: Yes, this answer is false. The theme is often discovered at the end of the story.
Incorrect feedback: Nice try! This answer is false. The theme is often discovered at the end of the story. Please review the Theme PowerPoint.
Fill in the blank
4. Learning how to identify the _________________________will help readers remember what they read and improve their comprehension.
Correct feedback: Yes, Learning how to identify the main idea will help readers remember what they read and improve their comprehension.
Incorrect feedback: Nice try! Learning how to identify the main idea will help readers remember what they read and improve their comprehension. Please review the Main Idea PowerPoint.
Main Idea and Theme Content Module, July 2013 38
5. Begin by identifying the main idea at the ____________________ level, then practice with a _______________________, and finally with an _________________________.
Correct feedback: Yes, Begin by identifying the main idea at the sentence level, then practice with a paragraph, and finally with an entire selection.
Incorrect feedback: Nice try! Begin by identifying the main idea at the sentence level, then practice with a paragraph, and finally with an entire selection. Please review the Main Idea PowerPoint.
6. List at least three common themes found in literature:
___________________, ___________________, __________________ Correct feedback: Yes, acceptance, courage, perseverance, cooperation, compassion, honesty, kindness and loyalty are all common themes found in literature.
Incorrect feedback: Nice try! Acceptance, courage, perseverance, cooperation, compassion, honesty, kindness and loyalty are all common themes found in literature. Please review the Theme PowerPoint.
7. Most often readers have to infer the ____________ based on character traits,
motivations, actions, emotions, and values.
Correct feedback: Yes, Most often readers have to infer the theme based on character traits, motivations, actions, emotions, and values.
Incorrect feedback: Nice try! Most often readers have to infer the theme based on character traits, motivations, actions, emotions, and values. Please review the Theme PowerPoint.
Main Idea and Theme Content Module, July 2013 39
Main Idea, Theme, and Supporting Details Assessment Key
True or False
1. The main idea is what the paragraph is mostly about. TRUE Correct feedback: Yes, this answer is true. The main idea is what the paragraph is mostly about.
Incorrect feedback: Nice try! This answer is true. The main idea is what the paragraph is mostly about. Please review the Main Idea PowerPoint.
2. The main idea is always directly stated in the beginning of a text. FALSE Correct feedback: Yes, this answer is false. The main idea is not always directly stated in the beginning of the text. Sometimes readers have to infer the main idea.
Incorrect feedback: Nice try! This answer is false. The main idea is not always directly stated in the beginning of the text. Sometimes readers have to infer the main idea. Please review the Main Idea PowerPoint.
3. The theme is often discovered at the beginning of the story. FALSE Correct feedback: Yes, this answer is false. The theme is often discovered at the end of the story.
Incorrect feedback: Nice try! This answer is false. The theme is often discovered at the end of the story. Please review the Theme PowerPoint.
Fill in the blank
4. Learning how to identify the _________________________will help readers remember what they read and improve their comprehension. MAIN IDEA
Correct feedback: Yes, Learning how to identify the main idea will help readers remember what they read and improve their comprehension.
Incorrect feedback: Nice try! Learning how to identify the main idea will help readers remember what they read and improve their comprehension. Please review the Main Idea PowerPoint.
Main Idea and Theme Content Module, July 2013 40
5. Begin by identifying the main idea at the ____________________ level, then practice with a _______________________, and finally with an _________________________.
SENTENCE LEVEL, PARAGRAPH, ENTIRE SELECTION
Correct feedback: Yes, Begin by identifying the main idea at the sentence level, then practice with a paragraph, and finally with an entire selection.
Incorrect feedback: Nice try! Begin by identifying the main idea at the sentence level, then practice with a paragraph, and finally with an entire selection. Please review the Main Idea PowerPoint.
6. List at least three common themes found in literature:
___________________, ___________________, __________________ Answer may include: acceptance, courage, perseverance, cooperation, compassion, honesty, kindness and loyalty
Correct feedback: Yes, acceptance, courage, perseverance, cooperation, compassion, honesty, kindness and loyalty are all common themes found in literature.
Incorrect feedback: Nice try! Acceptance, courage, perseverance, cooperation, compassion, honesty, kindness and loyalty are all common themes found in literature. Please review the Theme PowerPoint.
7. Most often readers have to infer the ____________ based on character traits,
motivations, actions, emotions, and values. THEME
Correct feedback: Yes, Most often readers have to infer the theme based on character traits, motivations, actions, emotions, and values.
Incorrect feedback: Nice try! Most often readers have to infer the theme based on character traits, motivations, actions, emotions, and values. Please review the Theme PowerPoint.
Main Idea and Theme Content Module, July 2013 41
General Education ELA Lesson Plan: Main Idea
Source: http://literacy.kent.edu/eureka/strategies/herringbone.pdf http://www.broward.k12.fl.us/k12programs/ciss/8_step/dwnld/38.pdf
Standard: CCSS.ELA-Literacy.CCRA.R.2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
CCSS.ELA-Literacy.CCRA.R.9 Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
Learning Outcome: Students will use the herringbone graphic organizer to determine main ideas and important supporting details in text.
Materials:
teacher selected text
student selected text
herringbone template (see link above)
Activities:
Focus and Review: Explain to students that the herringbone is a graphic organizer that can help them determine the main idea and supporting details of a text.
Teacher Modeling/Direct Instruction: Demonstrate how to look for and identify the answers to the six questions listed in the herringbone framework when reading an excerpt of text. Be sure to provide explicit think aloud here. After all six questions have been answered, model how to compose a main idea statement for the text.
Guided Practice: Follow the same procedure in the teacher modeling component but elicit support and engagement from students as you collectively answer the questions and develop a main idea statement for the next paragraph or short excerpt of text.
Independent Practice: Students read their self-selected independent reading book (they can also read in pairs) and then complete the herringbone to note the main idea and the supporting details of the selection. After all six questions have been answered, students should write a main idea statement across the backbone of the herringbone or the bottom of the page.
Main Idea and Theme Content Module, July 2013 42
Activity: Create a universally designed version of the above lesson
UDL Planning My ideas
Representation - adaptations in materials (e.g., adapt for sensory impairments)
Expression - how will student show learning (e.g., use of assistive technology; alternative project)
Engagement - how will student participate in the activity
Main Idea and Theme Content Module, July 2013 43
General Education ELA Lesson Plan: Finding the Main Idea
Source: http://www.readworks.org/lessons/grade3/main-idea/lesson-1
Standard: CCSS.ELA-Literacy.CCRA.R.2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
CCSS.ELA-Literacy.CCRA.R.9 Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
Learning Outcome: Students will identify the main idea of a paragraph using the first and last sentences.
Materials: teacher selected text, student self selected text
Activities:
Focus and Review: Remind students that finding the main idea of a text is an important skill that will help them remember and understand what they read better.
Teacher Modeling/Direct Instruction: Explain that sometimes the first or last sentence of a paragraph will tell the reader what the paragraph is mostly about, or its main idea. Model the strategy of using the first or last sentences of a paragraph to help identify the main idea. Use the first two paragraphs on a preselected excerpt of text. Think aloud to show how you determined the main idea of each paragraph and underline the supporting sentence.
Guided Practice: With the students, continue to use the strategy of using the first or last sentence of a paragraph to identify the main idea in the next paragraph or section of text. Together discuss how we identified the main idea of each paragraph and underline the sentence that helped us.
Independent Practice: Students will use the strategy of using the first or last sentence to identify the main idea of each paragraph. Remind them to underline which sentence helped them identify the main idea of each paragraph.
Main Idea and Theme Content Module, July 2013 44
Activity: Create a universally designed version of the above lesson
UDL Planning My ideas
Representation - adaptations in materials (e.g., adapt for sensory impairments)
Rather than having students find and underline the key words and supporting details, the teacher can highlight the supporting details before reading. Encourage students to focus on these details and key words to help them determine the main idea of the selection. The text can also be color coded to indicate main idea and details.
Expression - how will student show learning (e.g., use of assistive technology; alternative project)
After reading a selection, provide students with pre-made cards containing the main idea, key words, and supporting details. Have them identify the main idea and supporting details by pointing to the appropriate cards. Provide students with sentence starters such as “This paragraph is mostly about…” “The main idea of this text is…” “The key words that support the main idea include…” to help them construct their response.
Engagement - how will student participate in the activity
Student can work in pairs during independent practice; student can use technology (e.g., iPad) to practice talking and writing to find the main idea, theme, and supporting details in the text.
