Stage 1 – Desired Results
CCSS.ELA.RI.1.2 Identify the main topic and retell key details of a text
Students will understand that: the main idea and details point out the important information in a story identifying the main topic and details is necessary when giving a summary recalling the main topic and details in a story is part of reading comprehension
What is a main topic?
What are key details?
Why are main topic and details important parts of a story?
Student objectives (outcomes):
Students will be able to: identify the main topic and key details in various texts locate information in the text to give a summary summarize a story using main topic and key details
Stage 2 – Assessment Evidence
The tasks to demonstrate understanding are differentiated according to each group –
Group One/Group Two: create a fact strip (main topic and key details)
Group Three: create a text wheel (main topic and key details)
Group Four: highlight information in text and complete a graphic organizer (main topic and key details in multiple topic passage)
Group Five: complete a graphic organizer and write a summary (main topic and key details; writing a summary)
Observation of students’ ability to discuss information in a text with others
Anecdotal notes focused on student reading strategies, areas of strength and weakness, redirecting/assisting student reading
Participate in small group instruction
Stage 3 – Learning Plan
1. Large group introduction – Students will gather on the carpet or sit at desks (depending upon their routines).The teacher will activate prior knowledge for understanding and locating information in a text. The students will share methods that they use to help with comprehension while reading. The teacher will create a list of these strategies on the board. The teacher will introduce the focus skill of identifying the main topic and details in informational/nonfiction text. The teacher will read Strange Plants by Kira Freed aloud to the students, pausing to locate and define vocabulary when necessary. The teacher will model the thought process used when identifying the main topic and key details in a text. Any questions or concerns will be addressed before continuing.
The teacher will distribute various, level-appropriate selections from informational/nonfiction text. The students will work with their partner (predetermined) to locate the main idea and key details in their passage. The students will highlight the important information and share their results with their classmates. During this time, the teacher will make observations of student understanding based on their ability to read the passage and locate the information correctly.
2. The pre-assessment will be conducted through teacher observations and anecdotal notes made during the completion of the introduction partner activities. Previous assessments, such as reading inventories, running records, strategy usage and application of skills, and interaction with others will also be used to determine the grouping for differentiated instruction.
3. Guided Practice – Students will be divided into small groups based on previous data. The groups will vary according to student reading levels and ability to apply strategies.
During guided practice for each group, the teacher will introduce a nonfiction text on the appropriate level. The teacher and students will take a book walk to identify any unfamiliar features or vocabulary in the material. Students will begin reading the text at a whisper level (not chorally). The teacher will focus on listening to one student at a time, identifying areas of strength and weakness, directing students to use strategies, and offering assistance when needed. The