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Mastering Main Ideas & Supporting Details

Learning Module

Abstract

Determining the main idea and supporting details in a nonfiction text is a crucial skill in reading. Year after in their education, students will be required to rely upon this foundational knowledge. This unit was designed for 4th grade students and will ensure they have a deep understanding of how to develop a strong main idea and support it with details from the text.

Keywords

main idea, supporting details, fourth grade, reading, nonfiction

Overview: In my experience as a 5th grade reading teacher, teaching main idea can be one of the most challenging concepts to teach students. My students have always struggled to grasp how to boil down an article or text into one sentence that encapsulates the author’s point. I have noticed that students have a tendency to over-explain, leaving their main idea sounding more like a summary or under-explain in a way that barely scratches the surface of the article.

In this learning module, I attempt to step away from didactic pedagogy in order to help students gain a deeper understanding of how to compose a main idea. Students learn how to compose a main idea through the use of reflexive pedagogy. Reflexive pedagogy is more interactive than didactic pedagogy, and provides more feedback to learners (Mary Kalantzis & Bill Cope, 2016). This unit creates learning experiences where a foundational understanding of main idea is developed and student confidence can grow with consistent feedback from peers and teachers.

This learning module was designed for 4th grade students, but would also be suitable for 3rd and 5th grade students. This unit was designed to be taught in an in-person learning setting. However, small adjustments may be made in order to be adapted for remote instruction.

Prerequisites:Students should have an understanding of nonfiction writing and text features associated with the genre. It is recommended that students have a foundational understanding of written summarization prior to this lesson. It is preferred if the skill of summarizing has been taught prior to this unit.

Focus Standard:

CCSS.ELA-LITERACY.RI.4.2

Determine the main idea of a text and explain how it is supported by key details; summarize the text.

Lesson 1

For Students

Learning Target: I explain what the main idea is.

A main idea is the key information the author wants you to know after reading an article (Khan Academy, 2020). A main idea should be concise, no longer than one complete sentence. Let’s watch the video below to learn more about the main ideas and how to find them.

Media embedded September 24, 2021

Video 1: Khan Academy. (2020, March 27). What is a main idea? | reading | khan academy [Video]. YouTube. https://www.youtube.com/watch?v=4swFGRhQoMI 

In the video above, David uses a variety of strategies to determine the main idea of the texts.

Annotating- David underlines important phrases as he reads.

Note taking- David takes notes in the margin to pull out the most important ideas in each paragraph.

Critical thinking- David considers his annotations and notes in order to determine what the author’s main point was in the article.

While David made making an idea look easy, it can be hard to determine what the author’s main message is in an article.

Comment: Explain how finding an article’s main idea is different from summarizing. Respond to classmates ideas by tagging their username like this @username.

Make an Update: Look at the task card the teacher posted. Read the short article. Do your best to determine the main idea of this paragraph. Don’t worry! You will get a chance to come up with another main idea for this paragraph at the end of this unit to see how much you’ve learned along the way.

For Teachers

Learning Target: Students will be able to define the main idea.

Duration: 30 minutes

Teaching tips:

  • Engage students before this lesson by asking them what they remember about summarizing.
  • You may want to have students copy down the definition of the main idea into a notebook for future reference.
  • Post the “Task Card 1” to the students' activity feed at the end of the lesson.
  • Allow students 5-10 minutes to read the task card and compose a main idea.
    Trobridge, E. (n.d.). Determing the main idea task cards [Illustration].

     

Lesson 2

For Students

Learning Target: I can identify the topic of the passage.

A great main idea usually has two parts: a topic and the author’s point about that topic. Today we will talk about what the topic is and tips to identify the topic of an article.

The topic of an article is the “who” or “what” of the article. The topic is the main subject discussed in the article. Some examples might be: dinosaurs, global warming, or George Washington Carver.

The topic of the article should never be a sentence. Try to be as concise as possible when stating the topic of an article.

Let’s try finding the topic of this paragraph:

Trobridge, E. (n.d.). Determing the main idea task cards [Illustration].

After reading, look back to see which word the author used most in the paragraph.

Did you notice the author used the word “giraffe” more than once? That is because it is the subject of the paragraph. Determining the subject is just one small part of finding the main idea.

Comment: Read task card 3 and then comment below what you think the subject of the text was and how you determined the subject. Respond to classmates ideas by tagging their username like this @username.

Make an update: Write an informational paragraph, 3-6 sentences, about a topic of your choice. Make sure it is a topic you have background knowledge on! Beneath the paragraph, state the topic of your writing.

For Teachers

Learning Target: Students will be able to identify the topic of a passage.

Duration: 30 minutes

Teaching tips:

  • Review the definition of main idea prior to starting this lesson.
  • Read the giraffe paragraph out loud.
  • If possible, print out copies of the giraffe paragraph and have students circle or highlight repeated words.
  • Post “Task Card 3” to the students' activity feed at the end of the lesson.
  • Allow students 5-10 minutes to read the task card and determine the subject.
    Trobridge, E. (n.d.). Determing the main idea task cards [Illustration].

     

Lesson 3

For Students

Learning Target: I can describe the author’s point about a topic in a nonfiction text.

Remember from the last lesson, the first element a main idea needs is a topic. The topic is the who or what of the article. Then comes the author’s point. The author’s point should answer the question: what did the author want me to understand about the topic after reading this article?

When considering the author’s point in a text consider the following questions:

  • Were there any ideas the author repeated several times?
  • Why do you think the author wrote this article?
  • What did the author want me to take away from reading this?

Let’s try it!

Trobridge, E. (n.d.). Determing the main idea task cards [Illustration].

Were there any ideas the author repeated several times? Yes, the author shared several ideas on how to cheer yourself up when you are feeling sad.

 

Why do you think the author wrote this article? I think the author wrote this article to share tips on how to feel better when you are down.

 

What did the author want me to take away from reading this? The author wanted me to have strategies to manage sad feelings.

So the author’s point might sound something like: There are many coping strategies that can help you when you’re feeling sad.

Comment: If multiple students read an article and discuss the author’s point, must they all agree on the same point? Is it possible to have different opinions about the author’s point? Respond to classmates ideas by tagging their username like this @username.

Make an update: Look at task card 5 posted on the activity stream by the teacher. Answer the following questions related to the author's point about the task card.

  • Were there any ideas the author repeated several times?
  • Why do you think the author wrote this article?
  • What did the author want me to take away from reading this?

For Teachers

Learning Target:Students will be able to describe the author’s point about a topic in a nonfiction text.

Duration: 30 minutes

Teaching tips:

  • Review the definition of main idea prior to starting this lesson.
  • Read the Feeling Sad paragraph out loud.
  • Post “Task Card 5” to the students' activity feed at the end of the lesson.
  • Allow students 10-15 minutes to respond to the comment question and make an update.
    Trobridge, E. (n.d.). Determing the main idea task cards [Illustration].

     

Lesson 4

For Students

Learning Target: I can find the main idea of an article.

To review: We’ve learned that the main idea needs to contain the topic of the article (the who or what) and the author’s point about the topic. Today, we will practice coming up with the main idea of the article.

First, take a moment to read the article below about mental health and sports.

OK_20not_20to_20be_20OK

Now, let’s consider the topic of the article. The who or what of the article was: mental health.

Next, we need to consider what the author wanted us to take away from this article about mental health. Some of the author’s key points were about athletes struggling with their mental health and taking steps to prioritize their own well being, even at the highest level of sports. The author also stated how many athletes are becoming more open about discussing their mental health.

The author’s point might be: professional athletes struggle with their mental health too and normalize this experience by talking about it publicly.

Now we put our topic and author’s point together to form a main idea: Athletes are openly talking about their struggles with mental health to normalize this human experience.

I have bolded the topic in this main idea. Notice, the topic does not always have to start my main idea.

Comment: What was a detail or quote from the text about mental health that supported the main idea? Respond to classmates ideas by tagging their username like this @username.

Make an update: Read the article called “Ever wondered why Pluto is no longer a planet?” posted by the teacher on the activity stream. Then, come up with a main idea using the strategies you learned. Please bold or underline the topic.

For Teachers

Learning Target: Students will be able to find a main idea of an article.

Duration: 30 minutes

Teaching tips:

  • Review the two elements that make up the main idea prior to the lesson.
  • Read the “OK to be not OK” article outloud or have students read in small groups
  • Post the Pluto article to the students' news feed
  • Allow students 10-15 minutes to read the article and post a main idea.
    Pluto.pdf

     

Lesson 5

For Students

Learning Target: I can identify if quotes support a given main idea.

To review what we have learned about the main idea, watch the video below:

Media embedded September 24, 2021

Video 2: Educational Jar. (2020, August 13). Main idea and supporting details [Video]. YouTube. https://www.youtube.com/watch?v=LWFnpeimPfE

The video above brought up supporting details. Supporting details are quotes from the text that back up a main idea. Think of support details as proof that your main idea is true.

Let’s look back at a paragraph we read earlier

Trobridge, E. (n.d.). Determing the main idea task cards [Illustration].

A main idea of this text could be that giraffes are unique animals. Two supporting details of that main idea would be:

 

  • “Every giraffe’s coat is unique, and varies in color”
  • “Did you know that giraffes are the tallest animals in the world”

 

An example of a quote that would NOT be a supporting detail would be:

“They have to remain alert for predators”

Comment: Look at the non-example above, explain why the quote above would NOT support the main idea that giraffes are unique. Respond to classmates ideas by tagging their username like this @username.

Make an update: Look at the task card 3 posted on the activity stream by the teacher. It should look familiar.Look at the main idea and quotes. Decide whether each quote supports the given main idea or not. Explain your thinking!

For Teachers

Learning Target: Students will be able to identify if quotes support a given main idea.

Duration: 30 minutes

Teaching tips:

  • Make an anchor chart about the main idea with definitions of topic and author’s point for students to refer back to.
  • Have students turn and talk about why the supporting details for the giraffe paragraph fit the main idea given. Then have them share out.
  • Repost task card 3 with main idea: Hurricanes need the right conditions to form and are dangerous storms. Quotes:
  1. “Hurricanes are large”
  2. “Hurricanes move slowly toward land, usually moving 10-20 miles per hour”
  3. “The most dangerous part of the hurricane is the storm surge”
  • Give students 10-15 minutes to post their comments and updates.
    Trobridge, E. (n.d.). Determing the main idea task cards [Illustration].

     

Lesson 6

For Students

Learning Target: I can find quotes to support a main idea.

To start, let’s discuss the quotes given in yesterday’s update and decide if they supported the main idea: Hurricanes need the right conditions to form and are dangerous storms.

  1. “Hurricanes are large”- This quote WOULD NOT support the main idea because it has nothing to do with hurricane formation or damage.
  2. “Hurricanes move slowly toward land, usually moving 10-20 miles per hour”- This quote WOULD support the main idea because it talks about hurricane formation.
  3. “The most dangerous part of the hurricane is the storm surge” This quote WOULD support the main idea because it gives a specific example of how hurricanes are dangerous.

Look at the example below for more details on how to find quotes to support a main idea.

Hanson, D. (2014, September 21). Main idea anchor chart [Illustration]. https://www.crafting-connections.com/2014/09/anchors-away-monday-9222014-main-idea.html

Comment: How do the supporting details in the example above support the given main idea?Respond to classmates ideas by tagging their username like this @username.

Make an update: Look at the task card 4 posted on the activity stream by the teacher. It should look familiar. The main idea for this paragraph could be that:There are many ways to make yourself feel better when you’re feeling sad. Find TWO supporting details or quotes from the paragraph that support the given main idea. Explain why they support the main idea.

 

For Teachers

Learning Target: Students will be able to find quotes to support a main idea.

Duration: 30 minutes

Teaching tips:

  • Prior to the lesson, have the students get in small groups to discuss the quotes from the previous lesson.
  • Look at the main idea anchor chart as a class and discuss.
  • Post task card 4 with the main idea: There are many ways to make yourself feel better when you’re feeling sad.
  • Give students 10-15 minutes to post their comments and updates.
    Trobridge, E. (n.d.). Determing the main idea task cards [Illustration].

     

Lesson 7

For Students

Learning Target: I can come up with a main idea and supporting details after reading an article.

Today you will be paired up with a partner. You and your partner will choose the SAME article from the news website. You may choose to read it aloud together or separately.Then when you are done, you will fill out the “Main Idea & Supporting Details Assignment”. Remember all the skills you’ve learned about finding main ideas and supporting details in this unit. Your partner will give you feedback on your work tomorrow.

 

Comment: What was the topic of the article you read? Respond to classmates ideas by tagging their username like this @username.

Make an Update: On a scale of 1-5 rate your experience finding the main idea and support details on your own (1 easy - 5 hard). Explain your score.

For Teachers

For Teachers

PRIOR TO THIS LESSON: Make sure students have access to an appropriate news site. I recommend Newsela for free student accounts and a variety of articles to choose from!

Learning Target:Students will be able to come up with a main idea and supporting details after reading an article.

Duration: 45 minutes

Teaching tips:

  • Below is the “Main Idea & Supporting Details Assignment”. Print copies out for students prior to the lesson.
  • Review the “Main Idea & Supporting Details Assignment” as a class.
  • Strategically pair students with someone you feel they will work well with and is at a similar academic level.
    Main_20Idea_20_26_20Supporting_20Details_20Assignment.pdf

     

Lesson 8

For Students

Learning Target: I can evaluate my partner’s main idea and supporting details.

Today you will peer review your partner’s work from yesterday. Let’s watch a video about how to stay focused and give an effective review:

Media embedded September 24, 2021

Video 3: Kristina Chmelka. (2016, January 8). How to give a good peer review [Video]. YouTube. https://www.youtube.com/watch?v=hdVsjgQpYSk

Today you will get your partner’s work from yesterday, think back to the article you both read. Use the rubric we discussed to rate different aspects of their work. Be sure to be honest and fair. It’s not bad to give a lower score now so your partner can improve.

After you both finish, you will sit with your partner to go over what they scored you.

Comment: How was the experience of peer reviewing a classmate? Discuss that went well and something you’d like to improve on for next time. Respond to classmates ideas by tagging their username like this @username.

Make an Update: What are some tips you have for having an effective and on task peer review with a classmate?

For Teachers

Learning Target:Students will be able to evaluate my partner’s main idea and supporting details.

Duration: 30 minutes

  • Below is the “Peer Review Rubric”. Print copies out for students prior to the lesson.
  • Review the “Peer Review Rubric” as a class.
  • Consider giving students sentence stems to support a productive partnership during the peer review.
  • Make sure students are paired with the same partner as the previous lesson.
  • Circulate the classroom to ensure discussions are productive and on topic.
    Peer_20Review_20Rubric.pdf

     


 

Lesson 9

For Students

Learning Target: I can come up with a main idea and supporting details after reading an article.

Now that you got feedback from a peer, today will be your final test on finding main ideas and details. Let’s watch a video to review what we know about finding main ideas and supporting details.

Media embedded September 24, 2021

Video 4: CV Remote Learning. (2020, April 1). 5Th grade - main idea lesson 1 [Video]. YouTube. https://www.youtube.com/watch?v=SkauYEqtR-E

Choose any article on the news website, but the one you did with your partner! Take your time and do your best.

Comment: What was the topic of the article you read? Respond to classmates ideas by tagging their username like this @username.

Make an Update: Explain how you felt about finding the main idea and supporting details at the beginning of the unit. Then, explain what has changed after this unit. Reflect on how you’ve grown.

For Teachers

For Teachers

Learning Target:Students will be able to come up with a main idea and supporting details after reading an article.

Duration: 45 minutes

Teaching Tips:

  • Below is the “Main Idea & Supporting Details Assignment”. Print copies out for students prior to the lesson. This is the same page they used for the peer review.
  • Below is the “Main Idea & Supporting Details Rubric”. Review the rubric with the class so they understand how they will be graded.
  • Circulate the room to ensure students remain focused on the assignment.
    Main_20Idea_20_26_20Supporting_20Details_20Assignment.pdf
    Main_20Idea_20_26_20Supporting_20Details_20Rubric.pdf

     

Lesson 10

For Students

Learning Target: I can reflect on what I learned about finding the main idea and support details.

Today you will see how you scored on you “Main Idea & Supporting Details Assignment”, use the link below to reflect on your learning in this unit.

https://forms.gle/3oGjVoDTCpXpfaTm6

For Teachers

Learning Target: Students will be able to reflect on what I learned about finding the main idea and support details.

Duration: 15 minutes

Teacher Tips

  • Finish grading using the rubric provided in the previous lesson.
  • Return rubrics to students with their grades for each category.

References

Common core state standards. (n.d.). Common Core State Standards. Retrieved September 24, 2021, from http://www.corestandards.org/ELA-Literacy/RI/4/

CV Remote Learning. (2020, April 1). 5Th grade - main idea lesson 1 [Video]. YouTube. https://www.youtube.com/watch?v=SkauYEqtR-E

Educational Jar. (2020, August 13). Main idea and supporting details [Video]. YouTube. https://www.youtube.com/watch?v=LWFnpeimPfE

Hanson, D. (2014, September 21). Main idea anchor chart [Illustration]. https://www.crafting-connections.com/2014/09/anchors-away-monday-9222014-main-idea.html

Khan Academy. (2020, March 27). What is a main idea? | reading | khan academy [Video]. YouTube. https://www.youtube.com/watch?v=4swFGRhQoMI

Kristina Chmelka. (2016, January 8). How to give a good peer review [Video]. YouTube. https://www.youtube.com/watch?v=hdVsjgQpYSk

Mary Kalantzis & Bill Cope. (2016, October 3). 5.1 the social context of transformative pedagogy [Video]. YouTube. https://www.youtube.com/watch?v=stdJ072rUvY&t=119s

Newsela | “OK not to be OK”: Mental health takes top role at olympics. (2021, August 5). Newsela. https://newsela.com/read/ela-mental-health-olympics/id/2001022765/

The Washington Post. (2021, September 1). Newsela | ever wondered why pluto is no longer a planet? Newsela. https://newsela.com/read/pluto-demoted-day/id/2001023388/

Trobridge, E. (n.d.). Determing the main idea task cards [Illustration].