Students will be able to identify the main idea and supporting details in a passage.
Begin the lesson by reviewing the definition of Main idea, or the most important topic or idea in a text.
Play the video about main idea, or explain the concept yourself with ordinary examples. Explain the difference between a topic (one word) and the main idea (a sentence).
Read the text the Main Idea: Elephants attachment to the class. After finishing, highlight what the main idea is, using Supporting details, or facts, statements, or examples that help illustrate the main idea.
Summarize the main idea in a concluding sentence. Write the sentence on your whiteboard.
Ask students to describe to their elbow partner the main idea of the text and how that main idea relates to the topic of the text. Choose volunteers to share their ideas aloud with the class.
Explain to the class that today, they will be split into groups to look through mystery bags of supporting details and determine the "main idea" of each bag. They will write a conclusion sentence that summarizes the main idea of each bag, and share their findings with the class.
Explicit Instruction/Teacher modeling
Using a model bag, demonstrate what your students are expected to do in each station.
Take out the items in the bag one by one, and hold them up for the class to see. For example, take a pen, a pencil, markers, and crayons out of the bag.
Verbalize your thought process for each item as you remove it from the bag. For example, you could say, "A pencil and a pen are things that people use to write. Markers and crayons are things people use to colour and draw. Some artists also draw with pens and pencils.”
Conclude by giving your thoughts on what the main idea for this bag could be. For example, say that you think the main idea of the bag is "art tools."
Have students describe the main idea for the bag to their elbow partner and encourage them to come up with alternative main ideas.
Ask your class for additional suggestions for the main idea of this bag. Encourage volunteers to use the supporting details as evidence for their suggestions. Write the students' examples on the board.
Review group discussion rules before sending them to work in groups to find the main idea of the mystery bags:
____To gain the floor
Speak one at a time
Listen to others
Stay on topic
Fill in the blank for #1 with an agreed-upon way to gain the floor, such as students raising their hands or holding the talking stick.
Ask students to give you a thumbs up if they can agree to follow the rules during their group work.
Remind students that they will have to work together to come up with the main idea for each bag. They will record their main ideas on their worksheets.
Explain to each group that they will be looking at the supporting details inside a mystery bag at each station to determine the main idea for each bag.
Remind the class that each group will have five minutes at each station to review the supporting details, agree on the main idea, and write a conclusion sentence.
Independent working time
Split your students into groups of four or five students. This will allow everyone to participate as well as keep the stations more manageable.
Pass out a copy of the Main Idea Recording Sheet to each student.
Have each group go to a station, and begin working. Remind them to describe aloud the reasons for their main idea choice before writing down their thoughts.
As students work, walk around the classroom providing support as needed.
Set a timer in five minute intervals. Each time the timer goes off, have students move to a new station.
Give your second graders some practise building their reading comprehension skills with the timeless story of The Boy Who Cried Wolf. Students will read this classic fable and then answer questions about setting, characters, genre, and cause and effect.