Week 6 - Reading Lesson

Jose Santiago

Reading Lesson

Lesson Topic: Identifying the KEY details that support the central idea of a text, while eliminating the EXTRANEOUS details of a text.

Learning Objective: The students will be able to distinguish the difference the between key details that support the central idea of the text. Also, identify the extraneous details in a text and how they do not support the main idea(s) of the text.  

Common Core State Standards:

• CCSS.ELA-Literacy.RI.5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
• CCSS.ELA-Literacy.RI.5.8 Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).  

Common Core Skills:

• Students will use reasoning to determine the KEY details that the support the main idea of the text and eliminate the extraneous details.
• Students will read a non-fiction text to determine the main idea, key details and extraneous details.

Vocabulary:

Main Idea(s), Central Idea(s), detail, Key detail(s), Extraneous detail(s), text

Materials:

Various leveled non-fiction texts, highlighters, graphic organizers when necessary

Full Class Activity:  “I DO”

Readers, I have been re-reading this article about Bird and their nests and eggs, and trying really hard to pay close attention to the details of the article but there are so many. Do you ever read a text and have a hard time deciding which details are the key details and which are the extraneous, extra details? Me too! So let me show you what I do to help me decide if the details I am reading are KEY DETAILS or EXTRANEOUS DETAILS.

Individual/Partner Activity:  “WE DO”

Ok, let’s look at this article together about Let’s look at this article about Birds together and find the KEY details and the EXTRANEOUS details about the nests and eggs of birds. Watch me as I show you what I mean by identifying KEY details versus identifying EXTRANEOUS details in this article.  (The students will watch the teacher read the first two paragraphs and highlight the KEY details one color and circle the EXTRANEOUS details.) Ok, Ladies and Gentlemen did you hear what I was saying to myself and watch what I was doing as a reader. Yes, great now turn and tell your partner what I did as a reader to find the KEY details and EXTRANEOUS details.

Independent Activity: “YOU DO”

Now, I want you to try this out with your partner. Please read the next two short paragraphs and try and identify the KEY details and the EXTRANEOUS details.  (The teacher will listen in as the partnerships try to identify the KEY details over the EXTRANEOUS details, as the teacher listens in she will try to identify some kids who are facing difficulty identifying the KEY details versus the EXTRANEOUS details. If a student is having difficulty the teacher will give them a post it, after the link the teacher will ask the students with post-its to stay on the rug for an extra strategy lesson.)

Differentiated Instruction for Multiple Entry Points:

Small group instruction based on the reading levels of the students, Additional ELL support provided to the various language proficiency levels in the class.

Link: As readers, we need to be able to identify KEY details that support the main idea(s) or central idea(s) of a text and also be able to eliminate the EXTRANEOUS details. I have supplied each group with a common text to read to try out this strategy or any other non-fiction reading strategy.  Remember that this is a strategy that you can use today and everyday to help you better understand the main idea(s) or central idea(s) by identifying the KEY details and eliminating the EXTRANEOUS details.

H.O.T. Questioning:

How do I know if a detail is a KEY detail and not an extraneous detail?

How do these KEY details help me to determine the main idea of the article?

Assessment:

Informal assessment: Teacher listens in to partner talk to determine whether or not the students understood the difference between the KEY details and the extraneous details.

Students can summarize the leveled passage read orally with partner or small group and then put summary in written form. 

Closure: Select students will share how they determined what the KEY details were in their leveled texts versus what were the extraneous details.

Homework:

Students will read a new leveled, nonfiction text, identifying the KEY and extraneous details and determine the main idea of the passage.

Lesson Reflection: In order to address the various reading levels of students in the class the teacher must provide the students with multiple access points to the text.  The teacher will know if the lesson was successful when the students are able to apply the skill to additional texts.

Next topics:

Main Idea/Main Ideas of reading passages

Using Non-Fiction text features

Evaluation of Lesson:

Strengths:  Something of the strengths of the lesson are the various reading levels of the texts

Partner reading to help build the comprehension of the text.