Teaching Sequence

Work through this resource material in the following sequence:

5 minutes – Part A: Activating Prior Knowledge
10 minutes – Part B: Teacher Modelling
30 minutes – Part C: Finding Main Idea
15 minutes – Part D: Reflection and Action

Part A: Activating Prior Knowledge

Step 1.

Use a mind map to activate students’ prior knowledge surrounding comprehension skills and strategies.

In the centre of the whiteboard write the term ‘comprehension’ in a circle. Ask students to share what they know about the term, noting their contributions around the outside of the circle in the form of a mind map. The mind map may look something like this:

Once student ideas have been recorded, review them with the class. Define comprehension as the understanding of a text, and explain that things such as finding details, distinguishing facts from opinions, and making text connections are strategies used to help us comprehend.

Part B: Teacher Modelling

Step 1.

Read the learning intention and success criteria to students or write them on the board. Invite students to read them aloud. Emphasise with students that this lesson will focus on finding the main idea in a text.

Students will...

I will be able to tell the main idea of a non-fiction text.

Students can...

I can identify the focus of each paragraph in a text.
I can consider the focus of each paragraph and connect them to determine the main idea.

Step 2.

Introduce the concept of the 'Main Idea' in a text by screening this video:

Introduction to Reading Skills: Main Idea/Topic – Episode 1 (https://www.youtube.com/watch?v=S-1DZWNVBT4)

Step 3.

Further develop student understanding by engaging the class in a discussion about the video. Start the discussion by asking:

How did the detective find the main idea?

Ensure students identify that the Text Analysis checked the focus of each part of the text before stating the main idea.

Step 4.

Display the Say No To Waste text for students to see. You can display an A3 copy of the text or project it. Read the text aloud for the class.

Step 5.

Progress through the following steps, using the think-aloud strategy to assist students to understand the process being applied to find the main idea.

1. State that you will first find the main point of each paragraph. Re-read each paragraph and note the main point of each in the Finding the Main Idea worksheet.

Paragraph 1 – Rubbish is bad for the environment.
Paragraph 2 – Rubbish in landfill stays there for a really long time.
Paragraph 3 – Following the recycling loop means less rubbish in landfill.
Paragraph 4 – I can do things to close the recycling loop.

2. Read aloud all of the main points and consider what connects them. State the main idea to be:

Closing the recycling loop can reduce rubbish and protect the environment.

Invite students to record this statement on the worksheet.

Part C: Finding the Main Idea

Step 1.

Allow students to organise themselves into groups of 3. Provide groups with one copy of the Why is Recycling Important? Factsheet and individual students with a copy of the Finding the Main Idea learning tool. Allow time for students to read and discuss the text, note the focus of each paragraph, and determine the main idea.

Provision for Learning Support – As students will work in small groups on this task, ensure that anyone who may find it challenging has others in their group who can guide and support.

Extension – More capable students will benefit from having to share and articulate their ideas to others.

Step 2.

Support students to re-organise themselves into new groups of three. In their new groups, students should compare their notes, discussing the main point of each paragraph and the main idea they identified. They may add or change what they have recorded in response to their discussion.

Step 3.

Invite students to join with two new people and repeat the process, so that students have discussed the text in three different groups.

Step 4.

Facilitate a class sharing session so that students can share their suggestions of what the main idea is while the teacher records ideas on the board.

Guide a discussion about the following:

Which suggestions do we think are most accurate?
Is there only one correct answer? Why/why not?
How can we prove that the main idea we have suggested is reasonable?

Emphasise that finding the main idea is about interpreting the text, so it is okay to have slightly different expressions of the main idea. However, all suggestions should be similar and there should always be evidence for a suggestion.

Part D: Reflection and Action

Step 1.

Invite students to complete the reflection prompts on the Student Worksheet.

Step 2.

Encourage students to share their reflections using an Inside-Outside discussion approach. They should have time to share with at least 3 partners.

Homework – Taking Action

Encourage students to take their reflections home to share with their families. Many of the actions they have chosen will involve changes at home rather than school. Sharing their learning and goals with their families can provide the opportunity for them to put words into action.

Differentiated Learning

As students will work in small groups on this task, ensure that anyone who may find it challenging has others in their group who can guide and support. More capable students will benefit from having to share and articulate their ideas to others.

Teacher Reflection

Take this opportunity to reflect on your own teaching:

What did you learn about your teaching today?
What worked well?
What didn't work so well?
What would you share?
Where to next?
How are you going to get there?

The information and statistics included in this document are approximate and have been simplified for educational/illustrative purposes. They should not be relied upon for any other purpose.

Visy Education - The Main Idea? Recycle! - NAPLAN Style Reading Skills

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Summary

Learning intentions:

Students will...

Success criteria:

Students can...

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