Main Idea/Detail Strategy Definition: The main idea/detail strategy is best used with a text that is sequential or descriptive. The best textbooks would be science or social ones. "The purpose of this strategy is to provide a framework for students to record the main idea and details that can be found within each paragraph as they read the text." (Miller & Veatch, 2011) The main idea/detail strategy is the most important key to comprehension because students develop how to discover a point an author is making in an article or chapter.
Main Idea/Detail Research: Research from Reading Rockets shows that "readers of all ages must be aware of text structures if they are to be most successful" (Meyer, 2003). "Readers who are unaware of the text structures are at a disadvantage because they do not approach reading with any type of reading plan." (Meyer, Brandt, & Bluth, 1980). However, readers who are familiar with text structures expect the information to unfold in certain ways. Once students learn where to find the main idea in a paragraph, article, or chapter, they become successful comprehending the information. Reading Rocket's research supports educators in giving students the tools to discover and learn lifelong.
How you may use it: This strategy can be used by having the teacher model an anchor chart that is posted to the left hand side. The teacher can break students into small groups. Each small group will have the same text. Then, each group will fill out the table. The teacher will explain the main idea is the solid foundation where top of the table is sturdy and the legs are the details because they support the main idea. Afterwards, each group will share what they wrote in their table. The teacher and students can compare each group's work to see if some groups had different details that were more important to them than other details they read or vice versa with the main idea. This strategy can also be used by having the teacher do the "Brown Bag Main Idea." It's where a teacher puts together 6 different bags. Each bag has a 'theme' and it has items inside based on the theme. The teacher will use a printable stapled to the front of the bag that has an area for he or she to write the main idea and 3 details (one for each item). The teacher models this for the students with one bag and then put them into groups to try. When modeling, have the teacher pull the items out of the bag one at a time and talk bout what you knew about that item. Then when all of the items are out, ask yourself what did all of the items have in common? This would be the main idea. Then for the details write a sentence about each item specifically.
How it will benefit student learning: "This strategy will benefit student learning because being able to draw conclusions, evaluate, and interpret articles or chapters is important for overall comprehension in reading." (Academic.cuesta.edu, 2014) Students will develop how to discover a point an author is making in an article or chapter. This benefits student learning because the student can learn what information is important for he or she to retain and what information is interesting. It also benefits students because when test taking some questions asks to identify the main idea/details. Students can read a passage and circle the main idea and underline the details that connect to the main idea to help them navigate through the article and identify important information. Overall, students learn how to identify important information from redundant information and what details are interesting to them that stands out when reading.
Writing component of the strategy: RL.6.2 Determine a theme or central idea of a text and how it is conveyed though particular details; provide a summary of the text distinct from personal opinions or judgment. Writing is tied into the strategy because students can circle main ideas in the text and underline details that connect to the main idea. Students could also use their writing skills by filling out a main idea graphic organizer.
2 videos with short summary: The first video is an animated teacher and student discussing how to find the main idea. If students are struggling it's a short video that touches the point of identifying the main idea/details in a text. Students are engaged because the video is realistic and seems virtual. The student is asking questions students may be thinking during the video. The teacher can pause the video to ask students to raise their hand if they have the same question the student asks before the virtual teacher responds. This is a way for the teacher to assess which students are confused about finding the main idea/details and which students aren't. It's great for instruction because the teacher can also ask his or her class the same question to assess where his or her students are at with their knowledge of main idea/details. The video is a student that is middle school, which can be aimed for a middle school class to relate better to.
The second video is an episode of a detective trying to find the main idea and details. He reads the text. He assumes from the first sentence the main idea is penguins, but he keeps reading the details to make sure the details of the text support the main idea is about penguins, which it does. This video would be engaging to show videos because the teacher can pause the video and ask questions. After the text is read, the teacher can pause the video on the Smart Board to ask students what the main idea is and to have students to come up to the board to underline the details that support the main idea the students stated. This is also a way for the teacher to assess the students by having them show their thinking on the board. If a student is incorrect about the main idea; the teacher can scaffold the student by asking what is mentioned the most in the text that is important? This video is great for instruction because it's a mini clip, which students love. They are getting absorbed into a small episode and introduction of main idea/detail. The ending is a cliff hanger so it has the students wondering if they are correct with their main idea/details. The video isn't too long that it will bore students. It gets straight to the point of main idea/details with a little fun story to back it up.
Main Idea/Detail Research: Research from Reading Rockets shows that "readers of all ages must be aware of text structures if they are to be most successful" (Meyer, 2003). "Readers who are unaware of the text structures are at a disadvantage because they do not approach reading with any type of reading plan." (Meyer, Brandt, & Bluth, 1980). However, readers who are familiar with text structures expect the information to unfold in certain ways. Once students learn where to find the main idea in a paragraph, article, or chapter, they become successful comprehending the information. Reading Rocket's research supports educators in giving students the tools to discover and learn lifelong.
How you may use it: This strategy can be used by having the teacher model an anchor chart that is posted to the left hand side. The teacher can break students into small groups. Each small group will have the same text. Then, each group will fill out the table. The teacher will explain the main idea is the solid foundation where top of the table is sturdy and the legs are the details because they support the main idea. Afterwards, each group will share what they wrote in their table. The teacher and students can compare each group's work to see if some groups had different details that were more important to them than other details they read or vice versa with the main idea. This strategy can also be used by having the teacher do the "Brown Bag Main Idea." It's where a teacher puts together 6 different bags. Each bag has a 'theme' and it has items inside based on the theme. The teacher will use a printable stapled to the front of the bag that has an area for he or she to write the main idea and 3 details (one for each item). The teacher models this for the students with one bag and then put them into groups to try. When modeling, have the teacher pull the items out of the bag one at a time and talk bout what you knew about that item. Then when all of the items are out, ask yourself what did all of the items have in common? This would be the main idea. Then for the details write a sentence about each item specifically.
How it will benefit student learning: "This strategy will benefit student learning because being able to draw conclusions, evaluate, and interpret articles or chapters is important for overall comprehension in reading." (Academic.cuesta.edu, 2014) Students will develop how to discover a point an author is making in an article or chapter. This benefits student learning because the student can learn what information is important for he or she to retain and what information is interesting. It also benefits students because when test taking some questions asks to identify the main idea/details. Students can read a passage and circle the main idea and underline the details that connect to the main idea to help them navigate through the article and identify important information. Overall, students learn how to identify important information from redundant information and what details are interesting to them that stands out when reading.
Writing component of the strategy: RL.6.2 Determine a theme or central idea of a text and how it is conveyed though particular details; provide a summary of the text distinct from personal opinions or judgment. Writing is tied into the strategy because students can circle main ideas in the text and underline details that connect to the main idea. Students could also use their writing skills by filling out a main idea graphic organizer.
2 videos with short summary: The first video is an animated teacher and student discussing how to find the main idea. If students are struggling it's a short video that touches the point of identifying the main idea/details in a text. Students are engaged because the video is realistic and seems virtual. The student is asking questions students may be thinking during the video. The teacher can pause the video to ask students to raise their hand if they have the same question the student asks before the virtual teacher responds. This is a way for the teacher to assess which students are confused about finding the main idea/details and which students aren't. It's great for instruction because the teacher can also ask his or her class the same question to assess where his or her students are at with their knowledge of main idea/details. The video is a student that is middle school, which can be aimed for a middle school class to relate better to.
The second video is an episode of a detective trying to find the main idea and details. He reads the text. He assumes from the first sentence the main idea is penguins, but he keeps reading the details to make sure the details of the text support the main idea is about penguins, which it does. This video would be engaging to show videos because the teacher can pause the video and ask questions. After the text is read, the teacher can pause the video on the Smart Board to ask students what the main idea is and to have students to come up to the board to underline the details that support the main idea the students stated. This is also a way for the teacher to assess the students by having them show their thinking on the board. If a student is incorrect about the main idea; the teacher can scaffold the student by asking what is mentioned the most in the text that is important? This video is great for instruction because it's a mini clip, which students love. They are getting absorbed into a small episode and introduction of main idea/detail. The ending is a cliff hanger so it has the students wondering if they are correct with their main idea/details. The video isn't too long that it will bore students. It gets straight to the point of main idea/details with a little fun story to back it up.