by LeAnn Nickelsen with Sarah Glasscock
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- Edith Cross
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1 Main Idea & Main Idea & Summarizing by LeAnn Nickelsen with Sarah Glasscock NEW YORK TORONTO LONDON AUCKLAND SYDNEY MEXICO CITY NEW DELHI HONG KONG BUENOS AIRES
2 Contents Introduction Main Idea Mini-Lesson 1: Main Idea:The Big Picture Distinguish between main idea and details. Mini-Lesson 2: Supporting the Main Idea Use a graphic organizer to show how detail sentences support the main idea of a paragraph. Mini-Lesson 3: Which Details Are Important? Identify relevant and irrelevant details in a paragraph. Mini-Lesson 4: Using an Equation to Find the Main Idea Find the main idea of a passage. Mini-Lesson 5: Time to Write! Create writing plans to illustrate how the topic sentences of paragraphs reflect the main idea of their essays. Mini-Lesson 6: Test-Taking Format Use a tallying strategy to find the main idea in sample test passages. Main Idea Final Project: Putting It All Together: Main Idea Information Books...32 Review different ways to find the main idea and create an information booklet about a topic of interest. Summarizing Mini-Lesson 1: Hand Summaries Learn that a good summary tells who, what, where, when, why, and how. Mini-Lesson 2: A Title s Worth a Thousand Words Use title pictures to create summaries for paragraphs. Mini-Lesson 3: Get to the Point Identify information from the beginning, middle, and end of a story and use a graphic organizer to create a summary. Mini-Lesson 4: PROVE It! Use the PROVE strategy to write summaries. Mini-Lesson 5: Test-Taking Format Choose the best summary for sample test passages. Summarizing Final Project: Putting It All Together: Summarizing a Favorite Book...55 Use a variety of graphic organizers to write a summary of a book. Teacher Resources
3 Main Idea Mini-Lesson Main Idea: The Big Picture Opening the Lesson w Write one main idea sentence and two detail sentences on three sentence strips. (NOTE: You might want to refer to the main idea as the topic sentence of a paragraph.) w I begin this lesson by thinking aloud about how the main idea and details relate to each other. For instance, I might say, The main idea is the big picture of an event. It lets the reader know what a paragraph or passage is about. The main idea is a general statement about the topic or subject. Details are specific statements about the same topic. They describe and support the main idea. w Then I display the three sentence strips. I explain that one of the sentences is the main idea and the other two sentences are details that support it. This activity offers a good opportunity for students to work together, so I ask pairs to discuss which sentence is the main idea and which are the details and then to share their conclusions with the rest of the class. w Now that my students have a concrete example of a main idea and details, I create another set of sentences that relate to a theme or topic that we re studying. I model the differences between main idea and details until I m sure my students understand the concept. Teaching the Lesson 1. Have partners discuss how main ideas and details help structure a paragraph. Solicit ideas from students and synthesize a definition that can serve as a model for the class. For example, you might say, A paragraph is made up of sentences that are about the same subject or topic. The main idea is what a paragraph is mostly about. Details are the sentences that describe and support the main idea of a paragraph. The main idea and its details appear in the same paragraph. Write the class main idea explanation on chart paper and hang it so that students can refer to it throughout your unit. 2. Display the transparency of The Big Picture that you made, and provide the following visual memory clue: Think of the main idea Objective Students distinguish between main idea and details. Materials 6 sentences strips, marker, magazines, classroom objects Reproducibles The Big Picture, page 9 (Make 1 double-sided copy for each student. Make 1 transparency.) Main Idea vs. Details, page 10 (Make 1 copy for each student.) Tip Ask students how they learned about main idea and details last year. You may be able to build upon vocabulary and examples that are familiar to them.. 7
4 as the big picture. The details are the caption to the big picture. Ask students to help you complete it. I usually call on a volunteer to suggest a topic. Then I ask another volunteer to think of a main idea sentence about that topic, which I write in the top box of the transparency. I continue by having students supply three detail statements about the main idea, which I enter in the caption section. 3. Now students get to complete their own big pictures. Distribute the Big Picture reproducible to each student. Have partners create their own big picture sentences and caption details. Encourage them to include an illustration. (Each partner should complete his or her own copy of the reproducible.) To stimulate their thinking about topics, I set out magazine pictures, classroom objects, or other items. Set aside class time so partners can present their completed big pictures. 4. Students can use the other side of the Big Picture reproducible for individual practice. They may choose their own topics, or you may suggest several. Closing the Lesson Use one or more of these activities to wrap up the mini-lesson. w Auditory: Ask students to share their individual Big Picture main ideas and details. Use the reproducible to work individually with students who are having trouble distinguishing between main ideas and details. w Journal: Have students write a paragraph about a favorite activity or sport. The paragraph should include a main idea and at least three supporting detail sentences. w Assessment: Use the Main Idea vs. Details reproducible to determine how well students have mastered the concept. Answers Main Idea vs. Details, page 10: 1. Main idea: Native American tribes lived in a variety of different dwellings. Details:The Plains Indians used tepees that were easy to put up and take down.the Iroquois built longhouses, which were large rectangular homes. The Navaho constructed an earth-covered log dwelling called a hogan. 2. Main idea: Volcanoes can be classified by the amount of activity they produce. Details: If a volcano has not erupted within historic times, it is inactive. An extinct volcano will probably not erupt in the future. Dormant volcanoes have been known to erupt in historic times and will probably erupt again in the future. 3.Topic sentence: I love reading, both in and out of school. (Answers may vary.) 8
5 Name Date The Big Picture: Main Idea Paragraph Portrait Draw a picture that shows the big idea of the paragraph.then add captions for the big picture using details that support the main idea. The Big Picture (main idea) Captions for The Big Picture (details that support the main idea)
6 Name Date Main Idea vs. Details In each set, write an M for the main idea and a D for detail sentences. 1. Native American tribes lived in a variety of different dwellings. The Plains Indians used tepees that were easy to put up and take down. The Iroquois built longhouses, which were large rectangular homes. The Navaho constructed an earth-covered log dwelling called a hogan. 2. If a volcano has not erupted within historic times, it is inactive. Volcanoes can be classified by the amount of activity they produce. An extinct volcano will probably not erupt in the future. Dormant volcanoes have been known to erupt in historic times and will probably erupt again in the future. Read the detail sentences below. Can you think of a topic sentence that states the main idea? 3. I was elected librarian for the class library. I write a book review column for our school paper. At home, I like to find a quiet space to read in my spare time. I m usually finishing up a book that I m going to discuss with my book club. Topic sentence: 10
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