Bursee, Racquel

Topic: Main Idea and Details

Grade: 3

Objectives: Students will be able to determine the main idea of a text and show key details supporting the main
idea.
Standards: Key Ideas and Details: CCSS Literacy
New York
Common Core Curriculum
CCSS.ELA-Literacy.RI.3.2
Determine the main idea of a text; recount the key details and explain how they support the main
idea.

ANTICIPATORY SET:
Teaching model used:
One Teach, One Assist

PROCEDURES:
Recognizing and writing a main idea with
supporting details is a critical literacy
skill. This lesson effectively uses the
methods necessary for maximum student
learning.
Teacher 1: Make sure paragraph selected
for read-aloud has clear main idea and
details.
Use thinkaloud to model the process.
Use think aloud throughout resentation
of read-aloud text.
Read Scholastic News section aloud.
Discuss main idea and details found in
paragraph.
Read a second paragraph from text.

Responsibility
Teacher 1

Responsibility
Teacher 2

Elmo projection device

(large visual aid of
read aloud; (Scholastic
News), lesson
attachments, read
aloud for PreAssessment, read aloud
for lesson, read aloud
for Post Assessment
student scholastic news
for body of lesson.

Large Easel, chart

paper, markers, large
visual aid of table
diagram, lesson
attachments, copy of
read aloud for Pre
Assessment and Post
Assessment. Read
aloud for lesson.

1. Introduce nonfiction
or informational text to
students.
2. Show front cover of
a new text to students
and ask for predictions.
3. Ask students to
identify text as fiction
or nonfiction and state
how they know.
4. Scan text, pointing
out features such as
table of contents,
chapter headings, and
index.
5. Model how to select

Walk around room

pointing out to ensure
that students are
following along and
know where to find
features such as table
of contents, headings
and index.
Once read aloud is
complete, go over to
chart paper containing
table diagram and
begin to fill in main
idea and supporting
details using thinkaloud
process.

Responsibility
teacher 3 (if
needed) or
teacher aide

Bursee, Racquel
Teacher 2: Display table diagram using
chart or overhead projection device.
Explain that main idea is the top of the
table and the details are its legs, which
support it.
Model how to identify main idea and
details and record them on table diagram.
Teaching model used:
One Teach, One Assist

ADAPTATIONS or UDL connections,

DIFFERENTIATED
Extensions:
Students meet in small groups to share
information on table diagrams.
Continue or extend activity with readalouds and chart-sized table diagrams.
Use table diagrams as research for
informational reports.
Invite students to interview each other
about what they learned.
Teaching Model used:
Station Teaching

CLOSURE:
Teaching model used:
One Teach, One Observe

ASSESSMENT of STUDENT

2
one chapter to read
aloud using table of
contents.
Once modeling is
complete by both
teachers. A second
read aloud from
Scholastic news will
take place and students
will fill in Pre
assessment sheet A.

Pass out Pre assessment

sheet A. Collect when
reading is complete.

Instruction is
differentiated
according to learner
needs, to help all
learners either meet the
intent of the specified
indicator(s) or, if the
indicator is already
met, to advance
beyond the specified
indicator(s).
Differentiate
nonfiction reading
material as needed.
Students experiencing
difficulty transferring
the table diagram
information to
paragraph form
may require individual
or small group
remediation

Differentiate nonfiction
reading material as
needed.
Students showing
evidence of not
meeting the standard
after lesson may work
in small groups or
individually with
teacher for remediation
or reteaching.
Differentiate nonfiction
reading material as
needed.
Students experiencing
difficulty transferring
the table diagram
information to
paragraph form
may require individual
or small group
remediation

Instruct students to use

table of contents to
select one reading from
Scholastic News to
read.
After reading chapter,
instruct students to
identify and record
main idea and
supporting
details on table
diagram.

Teacher model of table

diagram on chart paper
will remain on display
for student reference.
Teacher will collect
table diagram at the
end of time allowed for
activity. Monitor
student work and help
students select a good
paragraph if necessary.

Display and read aloud

Distribute Pre-

Bursee, Racquel
LEARNING:
Teaching model used:
One Teach, One Assist

MATERIALS:
Student materials: Scholastic news,
pencils, colored pencils, pre and post
assessment sheets.

TECHNOLOGY:

3
a paragraph from an
informational
Text (Scholastic
News).
Instruct students to use
Pre-Assessment sheet
during and after
reading to list main
idea and details.
Post-Assessment:
Collect table diagram
with main idea and
details listed.

Assessment Attachment
A, to each student.
Walk around room
during pre assessment
reading to ensure
students are listening
and recording
information.
Walk around room
during post assessment
to ensure students are
listening and recording
information.

Elmo projection
device, lesson and
attachments, read
aloud for PreAssessment, read aloud
for body of lesson,
student texts for body
of lesson.

Large easel, chart

paper, markers, lesson
and attachments, read
alouds.

Elmo projector,
personal desktop
computer.

Personal desktop
computer. Smartboard
to also use as visual
aide to demonstrate
drawing a chart.

Bursee, Racquel

Main Idea in Informational Text

Attachment A
Pre-Assessment

Name_______________________________ Date__________________________
Directions: Fill in each line as while listening to the selection.
Main Idea: ______________________________________________________________
________________________________________________________________________
Supporting Details:
1. ______________________________________________________________________
2. ______________________________________________________________________
3. ______________________________________________________________________
4. ______________________________________________________________________

Bursee, Racquel

Main Idea in Informational Text

Attachment B
Pre and Post Assessment Guide
Student Name

Main Idea

Supporting Details

Anecdotal Notes

The central thought

or chief topic
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Student correctly identifies concept in text

P or I Student partially or incorrectly identifies concept in text
(1)

Number indicating amount of supporting details listed

Bursee, Racquel