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Students are encouraged to keep their graphic organizers propped up on their desk as a reminder for what they learned. Earlier on in the lesson I will have gone up to students and inquired as to what they thought were the most important word s in the text. How will you support students with gaps in the prior knowledge or skills they need to be successful in this lesson? What kinds of groupings will you use in this lesson, to support learning as well as to enable you to work with students needing different types of supports? If I were to teach this lesson to a group of homogenous students I would be there to facilitate guided reading and discussion regarding the text.

The text itself may need to be modified if the group of students struggle with reading and comprehension, but the group would be able to work together in order to locate main ideas and supporting details.


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In this respect, students could also assign roles to make the lesson flow a little smoother i. The students would still be able to create their own individual main idea and supporting facts table graphic organizer, they would just pick the big ideas they thought were most essential. If this lesson was taught to an individual student who may or may not be struggling, a different text may be necessary but more time could be spent on making connections to said text as well as activating prior knowledge.

An additional graphic organizer may be needed so that as the student and myself go through the text finding main ideas and supporting details they can be written down immediately. Reading logs would also be an ideal in this situation. The individual could then refer back to these graphic organizers and reading logs to complete the main idea and supporting detail table graphic organizer. For a student s with an IEP or plan a different text will most likely be necessary but if not, either I can read it aloud to the individual, I can pair them with an advanced classmate, or assistive technology may be used.

I would also physically highlight the main ideas and supporting details in the text after aiding the student in finding them. While the struggling student may be able to create their own main idea and supporting details table graphic organizer, a conversation-driven assessment is much more plausible. Also, if none of these strategies worked then the student could also work with the special education teacher in the resource room.

Learn more about these lessons.

How will you do this? Prior to reading, we as a class debugged five terms found in our non-fiction text on penguins. The terms were: conserve 5 , regurgitate 6 , equator 7 , endangered 7 , and pant 7. Each of these vocabulary terms was displayed on the whiteboard via power point so that all of the students could clearly see them.

One of the aforementioned terms was shown to the class and, following a brief discussion of what the students thought it meant, the true definition was revealed. After each word was defined I inquired as to how the word might be used in the text on penguins. Along with terms found in the text, students also had to be familiar with words that relate to determining importance: main idea, supporting details, important vs. The students had been exposed to these concepts prior so very little facilitating had to be done. Describe the particular terms students will use to demonstrate they are achieving the goals of this lesson.

During the lesson I was looking for students to use the following terms in complete sentences either orally or written: main idea , supporting detail , important. The students also should have utilized the previously debugged vocabulary terms to locate main ideas and supporting details, and also used them to showcase their newly acquired knowledge on the subject of penguins.

What, exactly, will you look for in their 'products'? What evidence of student learning related to the learning objectives and central focus. Struggling students may work with a classmate or teacher to locate main ideas or supporting details. These students can also use regular pencils instead of highlighters.


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  7. This informal assessment provides students an opportunity to read a non-fiction informational text and highlight the main ideas as well as its supporting details. Determining importance is the key in this lesson and students must be able to showcase their ability to pick out important information as opposed to interesting facts. The students were VERY enthusiastic to continue learning about penguins.

    During the introduction portion of my lesson the students were very adept at answering my questions on the different aspects of determining importance i.

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    I also believe that debugging those five vocabulary terms went well; the students knew the meaning of the words equator and endangered but a little bit of facilitating on my part and discussion on the 3rd graders part helped them come up with the definitions of conserve, regurgitate, and pant. Finally, the students really enjoyed the table-graphic organizer. They had no idea what it was going to become let alone the concept behind it. In terms of what did not work, my previously anticipated issue of the students trying to locate one broad, overarching main idea in the informational text ended up occurring.

    This is why I read the first two paragraphs out loud and had the whole class find the main idea and supporting details together under my supervision.

    Most of the students understood this but there were most definitely a few that struggled with locating main ideas and supporting details. While speaking with my cooperating teacher prior to the lesson, we both decided that it would be best if the students did not use two different colored highlighters to distinguish between the main ideas and supporting details found in the text. We both felt like it would be too much of a distraction so the students instead underlined the main idea once and the supporting details twice.

    This was just an informal assessment at the end of class but I think that the students would have really benefited from being able to see the words and phrases from the text that they deemed important presented in an interesting and colorful manner.

    Teaching Tips

    Even though this lesson was more of a review for the students, I think that it went very well. The 3rd graders were able to answer all of the questions I posed regarding determining importance but as previously stated, struggled with locating main ideas. If I were to teach a follow up lesson the next day it would most likely involve activities in which students read non-fiction texts of their own choosing and locate a variety of important facts and main ideas within said text. I would then introduce a KWL graphic organizer that the students fill out on their own.

    If you were to teach this lesson again, what would you do to change your instruction? Your materials? Your assessment? If I were to teach this lesson to the entire class again, I would include a KWL chart rather than just having the students underline the main ideas and supporting details. Each student would receive their own and I would also display one on the board so that the students could see what I was writing. I would also allow them to engage more with their fellow classmates and discuss the different important details and big ideas they came across during their reading.

    This type of collaboration was missing when I actually taught my lesson. I would most likely keep the main idea and supporting details level-graphic organizer because the students in my 3rd grade class really enjoyed this informal assessment. If I was doing this lesson with a small group of students, I would most likely group them in a homogenous manner. Students with the same academic abilities would allow me to concentrate on every student at once because they should be at the same general level.

    These students could also teach one another and discuss the various main ideas and supporting details they located in the text. I could. If I were to do this lesson with an individual student, more time could be devoted to activating prior knowledge on the subject matter and making connections in the text. This can be achieved by reading the text alongside the student; for example I could read the first paragraph and they could read the next and so on and so forth.

    After each paragraph we would summarize and discuss what we have read and try to locate the main ideas and supporting details. The table-graphic organizer can still be used with an individual student, but the only other informal assessment may be a general conversation on what was learned. Ben Packard's e-Portfolio site map.

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    Home Assessment Reading in the Middle Grades. Central Focus What is the central focus of this learning engagement? Prior Academic Knowledge What must students already know in order to complete this lesson successfully? Anticipated Issues What do you expect some students not to readily understand or perform? Instructional Strategies and Learning Tasks Describe in order what you will be saying and doing as well as what the students will be saying and doing.

    How will you engage, activate schemata, motivate? What will the students say and do? What responses do you anticipate from them? What are supporting details? How do they relate to the main idea? Summarize what we have just read. How can I protect myself from getting hurt?