Arlington Public Schools
Unit 2 Main idea
Subject Area: Grade 3 Reading (Reading to Learn: Grasping Main Ideas and Text Structures)
Lesson Elements
Topic
Pacing
Main Idea & Details
Teaching Point: Good readers determine the main idea and supporting
details of the informational text.
Enduring
Understandings
-Readers determine importance in expository texts by understanding how
to read this type of text.
-Readers use higher level thinking when discussing expository texts.
-Readers synthesize and grow ideas when reading narrative nonfiction.
Essential Questions
=How are the different types of nonfiction texts and how do they differ?
-What reading strategies can be used for expository nonfiction and
narrative nonfiction?
-How do readers determine importance in nonfiction texts?
VA State Standards
3.6g-Main idea/theme
3.6 h- Detail
3.6 a- Author purpose
Oral language 3.1
Content Objectives
-Students will be able to identify the main idea and supporting details in a
section of a nonfiction text.
-Students will be able to find evidence from the text to support the main
idea.
Language Objectives
-Students will be able to discuss the main idea of a passage of text and
then write down a couple of sentences explaining that idea.
-Students will be able to verbally explain how parts of the text provide
evidence to support the main idea.
LEARNING STRATEGIES
Key Vocabulary
-Students will be provided with talking points related to objectives (main
idea, detail, etc.) to work on with partner. Whole group will share some
talking points.
-Students will be provided with sentence frames and starters to identify
main idea and details of selected image.
-Main Idea
-Text features
Department of Instruction
November 2019
Arlington Public Schools
Materials/ Resources
Procedure:
Motivation
Activate background
Knowledge and set a
purpose for learning
Presentation
-Heading
-Supporting Detail
-Prepared Anchor chart about main idea and supporting detail
-Smart panel for passage (whole group activity)
-Reading Notebooks
-Differentiated passages
Students will build on the common experience of listening to passages
related to animals: Using the background knowledge from previous
reading and science lessons about animals. They will use the strategies
learned to identify main idea and supporting details.
As a whole class present anchor chart about main idea and show a
passage about an animal. Students will turn and talk and share ideas out
loud on what the main idea is and where they are getting their evidence
from.
Planned Questions
within the Guided
Practice
What is the main idea?
Where are you getting your evidence?
Can you show me the supporting detail?
Practice
Working with a shoulder buddy students will turn from the anchor chart
to the face the smart panel. A passage will be shown, and they will share
with one another what they believe to be the main idea. They will share
with each other where they are getting their evidence from identifying
their supporting detail.
Students will work individually in their seats unless called to work in
small groups with teacher. Students will be working in their seats on
passages provided by the teacher depending on their group level. Students
will be reading and identifying the main idea of a passage and
highlighting supporting details as evidence. Students will also create web
to display their thinking. Students will share their final product by posting
it on the SeeSaw application and gluing it inside their reading notebook.
-Heterogeneous grouping (teacher pre-established)
-Teacher circulation throughout room for verbal checking for
understanding
-Variety of articles provided depending on reading level of students
Application
Plan for
Differentiation/
Accommodation /
Adaptation
(see page 3)
Formative
Assessments used in
the Lesson
-Student observation
-Student conversations in and out of group work
-Student independent work – collect notebooks
Summative
Assessment
-End of unit reading assessment
-3rd grade Q2
Department of Instruction
November 2019
Arlington Public Schools
Closure
-Reflection question in notebook
Department of Instruction
November 2019
Arlington Public Schools
Plan for Differentiation/ Accommodation / Adaptation
Differentiation
Students in need of support Evidence that the
Plan of Action:
students need
support (i.e.
Students in need of support will be pulled constantly
assessments, teacher in small groups to work with teacher. Articles will be
observations)
provided at their groups reading and
comprehension levels.
Students in need of
Extension
Evidence that the
students need
support (i.e.
assessments, teacher
observations)
Plan of Action:
Since students will be asked to apply this
information throughout the entire year, it is critical
content for students to understand. However, those
that have mastered the content will have an
opportunity to work on the extension project
(offered later in the unit).
Department of Instruction
November 2019