Download Lessons to Teach the Central Idea, Theme, and Summarizing

Lessons to Teach the Central Idea, Theme, and Summarizing (Reading Standard 2)
James W. Cunningham
Professor Emeritus, UNC–Chapel Hill
Consultant, Solution Tree, Inc.
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Reading Standard 2
Main idea comprehension (Cunningham & Moore)
The Most Common Misunderstandings About Reading Standard 2
1. That the main idea is the most important or most interesting idea to the reader
2 That there is just one kind of main idea
2.
Th t th
i j t
ki d f i id
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What Is Main Idea Comprehension?
(Reading Standard 2)
When the text guides the reader to focus on its central rather than its peripheral ideas
What Is Main Idea Comprehension?
(Reading Standard 2)
When the text guides the reader to focus on its central rather than its peripheral ideas
Kinds of Main Ideas
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Kinds of Main Ideas
(Reading Standard 2)
Literature:
• Summary
• Central idea
• Theme
Informational text:
• Main topic
• Central idea
• Summary
Main Idea Comprehension
(Reading Standard 2)
Summarization:
“Retell.” “Recount.” “Including key details”
“Summarize the text.”
“Provide an objective summary of the text.”
Reading Standard 2
Literature:
“Determine the central message, lesson, or moral.”
“Determine a theme.”
“Determine a central idea.”
Informational text:
“Identify the main topic.”
“Identify … the focus of specific paragraphs.”
“Determine the main idea.”
“Determine two or more main ideas.”
“Determine a central idea”
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Synonyms for Main Idea Types
• Summary
Synonyms for Main Idea Types
• Summary = “retelling”; “recounting”
• Central idea
Synonyms for Main Idea Types
• Summary = “retelling”; “recounting”
• Central idea = “main idea”; gist
• Theme
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Synonyms for Main Idea Types in the CCSS
• Summary = “retelling”; “recounting”
• Central idea = “main idea”; gist
• Theme = “message”; “lesson”; “moral”
Th
“
” “l
” “
l”
What Are “Key Details”?
The details that should be included in a summary of the text, depending on its length as compared with the length of the text
How to Teach Main Idea Comprehension (Reading Standard 2)
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Select Task
1. Present two or more answers, only one of which is correct/best.
2. Have students use evidence and make an explanation for different choices.
p
3. Have students select the right/best answer.
4. Tell students which answer you think is right/best.
5. Use evidence and make an explanation to defend your selection.
Seven Types of Main Idea
Cunningham & Moore
Informational Text: The Main Topic
… is the person, place, thing, or idea the text is most about
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Reference
Lauber, Patricia. Hurricanes: Earth’s Mightiest Storms. New York: Scholastic, 1996.
(CCSS = Grades 4–5)
Great whirling storms roar out of the oceans in many parts of the world. They are called by several names—hurricane, typhoon, and cyclone are the three most familiar ones. But no matter what they are called, they are all the same sort of storm. They are born in the same way, in tropical waters. They develop the same way, feeding on warm, moist air. And they do the same kind of damage, both ashore and at sea. Other storms may cover a bigger area or have higher winds, but none can match both the size and the fury of hurricanes. They are earth’s mightiest storms. Like all storms, they take place in the atmosphere, the envelope of air that surrounds the earth and presses on its surface. The pressure at any one place is always changing. There are days when air is sinking and the atmosphere presses harder on the surface. These are the times of high pressure. There are days when a lot of air is rising and the atmosphere does not press down as hard. These are times of low pressure. Low‐pressure areas over warm oceans give birth to hurricanes.
Great whirling storms roar out of the oceans in many parts of the world. They are called by several names—hurricane, typhoon, and Select the best main topic: cyclone are the three most familiar ones. But no matter what they are called, they are all the same sort of storm. They are born in the same way, in tropical waters. They develop the same way, feeding on warm, moist air. And they do a) The atmosphere
the same kind of damage, both ashore and at sea. Other storms may cover a bigger area or b) Hurricanes have higher winds, but none can match both c) Oceans
the size and the fury of hurricanes. They are earth’s mightiest storms. Like all storms, they h’
h
k ll
h
d) Pressure take place in the atmosphere, the envelope of e) Storms
air that surrounds the earth and presses on its surface. The pressure at any one place is always changing. There are days when air is sinking and the atmosphere presses harder on the surface. These are the times of high pressure. There are days when a lot of air is rising and the atmosphere does not press down as hard. These are times of low pressure. Low‐pressure areas over warm oceans give birth to hurricanes.
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Turn and Talk
Great whirling storms roar out of the oceans in many parts of the world. They are called by several names—hurricane, typhoon, and Select the best main topic: cyclone are the three most familiar ones. But no matter what they are called, they are all the same sort of storm. They are born in the same way, in tropical waters. They develop the same way, feeding on warm, moist air. And they do a) The atmosphere
the same kind of damage, both ashore and at sea. Other storms may cover a bigger area or b) Hurricanes have higher winds, but none can match both c) Oceans
the size and the fury of hurricanes. They are earth’s mightiest storms. Like all storms, they h’
h
k ll
h
d) Pressure take place in the atmosphere, the envelope of e) Storms
air that surrounds the earth and presses on its surface. The pressure at any one place is always changing. There are days when air is sinking and the atmosphere presses harder on the surface. These are the times of high pressure. There are days when a lot of air is rising and the atmosphere does not press down as hard. These are times of low pressure. Low‐pressure areas over warm oceans give birth to hurricanes.
Great whirling storms roar out of the oceans in many parts of the world. They are called by several names—hurricane, typhoon, and Select the best main topic: cyclone are the three most familiar ones. But no matter what they are called, they are all the same sort of storm. They are born in the same way, in tropical waters. They develop the same way, feeding on warm, moist air. And they do a) The atmosphere
the same kind of damage, both ashore and at sea. Other storms may cover a bigger area or b) Hurricanes have higher winds, but none can match both c) Oceans
the size and the fury of hurricanes. They are earth’s mightiest storms. Like all storms, they h’
h
k ll
h
d) Pressure take place in the atmosphere, the envelope of e) Storms
air that surrounds the earth and presses on its surface. The pressure at any one place is always changing. There are days when air is sinking and the atmosphere presses harder on the surface. These are the times of high pressure. There are days when a lot of air is rising and the atmosphere does not press down as hard. These are times of low pressure. Low‐pressure areas over warm oceans give birth to hurricanes.
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Gradual Release of Responsibility/ Fading to Independence
1.
2.
3.
4.
I (the teacher) do the task alone; you watch.
We do the task together.
You do the task together; I help.
You do the task alone; I watch.
Gradual Release of Responsibility/
Fading to Independence
1. I (the teacher) do the task alone; you watch ( d li )
(modeling).
2. We do the task together ().
3. You do the task together; I help (cooperative/collaborative learning).
4. You do the task alone; I watch (independent practice).
Gradual Release of Responsibility/
Fading to Independence
1.
2.
3.
4.
I (the teacher) do the task alone; you watch.
We do the task together.
You do the task together; I help.
You do the task alone; I watch.
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Informational Text: The Topic + Wh‐Word
… is a phrase that includes the subject and characterizes what the text says about the subject without summarizing it
subject without summarizing it
Great whirling storms roar out of the oceans in many parts of the world. They are called by several names—hurricane, typhoon, and Select the best topic + cyclone are the three most familiar ones. But wh‐word:
no matter what they are called, they are all the same sort of storm. They are born in the same way, in tropical waters. They develop the same way, feeding on warm, moist air. And they do a) How hurricanes the same kind of damage, both ashore and at are born
sea. Other storms may cover a bigger area or b) What hurricanes have higher winds, but none can match both the size and the fury of hurricanes. They are sound like
sound like
earth’s mightiest storms. Like all storms, they h’
h
k ll
h
c) What hurricanes take place in the atmosphere, the envelope of air that surrounds the earth and presses on its are called
surface. The pressure at any one place is d) When hurricanes always changing. There are days when air is sinking and the atmosphere presses harder on occur
the surface. These are the times of high e) Where hurricanes pressure. There are days when a lot of air is rising and the atmosphere does not press take place
down as hard. These are times of low pressure. Low‐pressure areas over warm oceans give birth to hurricanes.
Great whirling storms roar out of the oceans in many parts of the world. They are called by several names—hurricane, typhoon, and Select the best topic + cyclone are the three most familiar ones. But wh‐word:
no matter what they are called, they are all the same sort of storm. They are born in the same way, in tropical waters. They develop the same way, feeding on warm, moist air. And they do a) How hurricanes the same kind of damage, both ashore and at are born
sea. Other storms may cover a bigger area or b) What hurricanes have higher winds, but none can match both the size and the fury of hurricanes. They are sound like
sound like
earth’s mightiest storms. Like all storms, they h’
h
k ll
h
c) What hurricanes take place in the atmosphere, the envelope of air that surrounds the earth and presses on its are called
surface. The pressure at any one place is d) When hurricanes always changing. There are days when air is sinking and the atmosphere presses harder on occur
the surface. These are the times of high e) Where hurricanes pressure. There are days when a lot of air is rising and the atmosphere does not press take place
down as hard. These are times of low pressure. Low‐pressure areas over warm oceans give birth to hurricanes.
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Literature or Informational Text:
The Central Idea
• … is a one‐sentence summary of the text
• … includes the topic and a succinct summary of what the text says about it
of what the text says about it
Select the best main idea (central idea):
a)
b)
c)
d)
Hurricanes are great whirling storms that do damage, both ashore and at sea.
Hurricanes are storms that are born over the ocean when low pressure feeds them warm, moist air.
i
Other storms may cover a bigger area or have higher winds, but hurricanes are earth’s mightiest storms.
There are great whirling storms that are called by different names such as hurricanes, typhoons, and cyclones.
Select the best main idea (central idea):
a)
b)
c)
d)
Hurricanes are great whirling storms that do damage, both ashore and at sea.
Hurricanes are storms that are born over the ocean when low pressure feeds them warm, moist air.
i
Other storms may cover a bigger area or have higher winds, but hurricanes are earth’s mightiest storms.
There are great whirling storms that are called by different names such as hurricanes, typhoons, and cyclones.
Great whirling storms roar out of the oceans in many parts of the world. They are called by several names—hurricane, typhoon, and cyclone are the three most familiar ones. But no matter what they are called, they are all the same sort of storm. They are born in the same way, in tropical waters. They develop the same way, feeding on warm, moist air. And they do the same kind of damage, both ashore and at sea. Other storms may cover a bigger area or have higher winds, but none can match both the size and the fury of hurricanes They are earth’ss and the fury of hurricanes. They are earth
mightiest storms. Like all storms, they take place in the atmosphere, the envelope of air that surrounds the earth and presses on its surface. The pressure at any one place is always changing. There are days when air is sinking and the atmosphere presses harder on the surface. These are the times of high pressure. There are days when a lot of air is rising and the atmosphere does not press down as hard. These are times of low pressure. Low‐pressure areas over warm oceans give birth to hurricanes.
Great whirling storms roar out of the oceans in many parts of the world. They are called by several names—hurricane, typhoon, and cyclone are the three most familiar ones. But no matter what they are called, they are all the same sort of storm. They are born in the same way, in tropical waters. They develop the same way, feeding on warm, moist air. And they do the same kind of damage, both ashore and at sea. Other storms may cover a bigger area or have higher winds, but none can match both the size and the fury of hurricanes. They are earth’s mightiest storms. Like all storms, they h’
h
k ll
h
take place in the atmosphere, the envelope of air that surrounds the earth and presses on its surface. The pressure at any one place is always changing. There are days when air is sinking and the atmosphere presses harder on the surface. These are the times of high pressure. There are days when a lot of air is rising and the atmosphere does not press down as hard. These are times of low pressure. Low‐pressure areas over warm oceans give birth to hurricanes.
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11
Reference
Rossetti, Christina. “Who Has Seen the Wind?” Sing a Song of Popcorn: Every Child’s Book of Poems. Selected by Beatrice Schenk de Regniers
y
g
et al. Illustrated by Marcia Brown et al. New York: Scholastic, 1988. (1893)
(CCSS = Grades 2–3)
Who Has Seen the Wind?
Christina Rossetti
Who has seen the wind? Neither I nor you; But when the leaves hang trembling The wind is passing through.
Who has seen the wind? Neither you nor I; But when the trees bow down their heads The wind is passing by.
Select the best main idea (central idea):
a) Neither you nor I has seen the wind.
b) We know the wind is passing when the leaves tremble and the trees bow.
c) The leaves hang trembling and the trees bow down their heads.
Who has seen the wind? Neither I nor you; But when the leaves hang trembling The wind is passing through.
Who has seen the wind?
Who has seen the wind? Neither you nor I; But when the trees bow down their heads The wind is passing by.
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Select the best main idea (central idea):
a) Neither you nor I has seen the wind.
b) We know the wind is passing when the leaves tremble and the trees bow.
c) The leaves hang trembling and the trees bow down their heads.
Who has seen the wind? Neither I nor you; But when the leaves hang trembling The wind is passing through.
Who has seen the wind?
Who has seen the wind? Neither you nor I; But when the trees bow down their heads The wind is passing by.
How to Teach Main Idea Comprehension (Reading Standard 2)
• Select task.
• GIST procedure Constructing the Central Idea
The GIST procedure
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The GIST Procedure
1. Show students the first part of a short text and have them summarize it in one sentence of X words.
2. Show students the first and second parts of the text and have them summarize them in one
text and have them summarize them in one sentence of X words.
3. Continue with the first three parts, then the first four.
X = 10 plus the grade (grades 2–7) (in 8–12, X = 18)
Great whirling storms roar out of the oceans in many parts of the world. They are called by several names—hurricane, typhoon, and cyclone are the three most familiar ones.
Great whirling storms roar out of the oceans in many parts of the world. They are called by several names—hurricane, typhoon, and cyclone are the three most familiar ones. But no matter what they are called, they are all the same sort of storm. They are born in the same way, in tropical waters. They develop the same way, feeding on warm, moist air.
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14
Great whirling storms roar out of the oceans in many parts of the world. They are called by several names—hurricane, typhoon, and cyclone are the three most familiar ones. But no matter what they are called, they are all the same sort of storm. They are born in the same way, in tropical waters. They develop the same way, feeding on warm, moist air. And they do the same kind of damage, both ashore and at sea. Other storms may cover a bigger area or have higher winds, but none can match both the size and the fury of hurricanes. They are earth’s mightiest storms.
Great whirling storms roar out of the oceans in many parts of the world. They are called by several names—hurricane, typhoon, and cyclone are the three most familiar ones. But no matter what they are called, they are all the same sort of storm. They are born in the same way, in tropical waters. They develop the same way, feeding on warm, moist air. And they do the same kind of damage, both ashore and at sea. Other storms may cover a bigger area or have higher winds, but none can match both the size and the fury of hurricanes. They are earth’s mightiest storms. Like all storms, they take place in the atmosphere, the envelope of air that surrounds the earth and presses on its surface. The pressure at any one place is always changing. There are days when air is sinking and the atmosphere presses harder on the surface. These are the times of high pressure. There are days when a lot of air is rising and the atmosphere does not press down as hard. These are times of low pressure. Low‐pressure areas over warm oceans give birth to hurricanes.
How to Teach Main Idea Comprehension (Reading Standard 2)
• Select task.
• GIST procedure
p
y
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Literature or Informational Text:
A Summary
• … is a condensation of the text’s content using a fraction of the number of words in the original
• … is usually a paragraph or more in length
is usually a paragraph or more in length
How to Teach Main Idea Comprehension (Reading Standard 2)
•
•
•
•
Select task.
GIST procedure
Group summary
Group summary
Main idea tree
Main Idea Tree
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Main Idea Tree
Main Idea Tree
Main Idea Tree
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Main Idea Tree Summary
Snakes are reptiles. Reptiles are cold‐blooded animals. Their body temperature is the same as the air temperature where they are. If they live i
in cold places, they hibernate in the winter to ld l
th hib
t i th i t t
stay warm. Other reptiles include crocodiles, lizards, and turtles.
Main Idea Tree
1. Give students the text and tell them it is about one topic and that they will learn a lot of big ideas and details about that topic.
2. Draw a tree diagram with a trunk and four or five main branches and have students draw a tree with that many main branches on a whole sheet of paper. 3. Write the topic on the trunk and have students write the topic on the trunks of their trees.
4. Have students read the text with you to what you have determined to be the first stopping point. 5. Ask students what they have learned so far. They will probably give you details. Help them come up with an idea that these details all relate to. Write this idea on one of the main tree branches and have students do the same. Draw smaller branches off the main branch and write the details they shared. Have students draw smaller branches and write details.
6. Continue to lead them through the text, stopping at the points where information about each main idea ends After each section have them tell you what they learned and help them construct
main idea ends. After each section, have them tell you what they learned and help them construct a main idea. Write the main idea on a main branch with the supporting details on smaller branches. Have students write main ideas and supporting details on their trees. 7. When you have finished the text, choose one of the branches and model how to write a paragraph summarizing that branch. Include information that fleshes out details as appropriate.
8. Have students choose one of the branches you didn’t choose and write a paragraph summary. Encourage them to flesh out the details as you did. When your students can write good paragraph summaries of one main idea, extend the writing so that they write a summary including paragraphs for each main branch. Have them write a short final paragraph to bring closure to their summary. 9. Do the first lesson or two as a whole group and then have students read and work together in trios or quartets. When your formative assessment tells you most students are able to construct main idea trees in small groups, give them a text and have them construct a tree by themselves.
CCSS Standards in a Main Idea Tree Lesson
Reading Standard 2 (Informational)
First: Identify the main idea and retell key details in a text (with prompting and support, K). Second: Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs in a text.
Third: Determine the main idea of a text; recount the key details and explain how they support the main idea (summarize the text, fourth).
Fifth: Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. W iti St d d 2
Writing Standard 2: Write informative/explanatory texts in which they name a topic—supply some facts about the topic and provide some sense of closure (first)—use facts and definitions to develop points and provide a concluding statement or section (second.)
Write informative/explanatory texts to examine a topic and convey ideas and information clearly (third, fourth, and fifth).
Speaking and Listening Standard 1: Participate in collaborative conversations with diverse partners about grade‐level topics and texts with peers and adults in small and larger groups (K, first, and second).
Engage effectively in a range of collaborative discussions (one‐on‐one, in groups, and teacher‐led) on grade‐level topics and texts, building on others’ ideas and expressing their own clearly (third, fourth, and fifth).
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How to Teach Main Idea Comprehension (Reading Standard 2)
•
•
•
•
•
Select task.
GIST procedure
Group summary
Group summary
Main idea tree
Construct task. Construct Task
1. Invite volunteers to suggest what they think are correct responses (a maximum of five); display these.
2. Have students use evidence and make an explanation for why different responses are
explanation for why different responses are right/best or not.
3. Have students choose the right/best response.
4. Tell students which response you think is right/best.
5. Use evidence and make an explanation to defend your choice.
Literature: Theme
• … is a one‐sentence summary of the implications of a text (its lesson, moral, message, etc.)
• … is not text specific
is not text specific
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19
Reference
Rossetti, Christina. “Who Has Seen the Wind?” Sing a Song of Popcorn: Every Child’s Book of Poems. Selected by Beatrice Schenk de Regniers
y
g
et al. Illustrated by Marcia Brown et al. New York: Scholastic, 1988. (1893)
(CCSS = Grades 2–3)
Who Has Seen the Wind?
Christina Rossetti
Who has seen the wind? Neither I nor you; But when the leaves hang trembling The wind is passing through.
Who has seen the wind? Neither you nor I; But when the trees bow down their heads The wind is passing by.
Trio, Write, Share
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How to Teach Main Idea Comprehension (Reading Standard 2)
•
•
•
•
•
Select task
Gist Procedure
Group Summary
Group Summary
Main Idea Tree
Construct Task Thank You!
To schedule professional development at your site, contact Solution Tree
at 800.733.6786.
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