
Main Idea Mobile
OEU:
Grade:
1st Grade
Overarching Enduring
Understanding 2 Collaborative, self-directed
learners use a variety of
thinking strategies to
understand, analyze, and
create text for personal
enrichment, inquiry, and
problem solving.
(comprehension)
Inquiry Module:
Module A:
Lessons to Live By!
Task Title:

Main Idea Mobile
1. Inquiry Module Standards
(Desired knowledge, skills, understandings that will be demonstrated through task)
Click to Add
ELA Focus Standards:
RL.1.2
Retell stories, including key details, and demonstrate understanding of their central message or
lesson.
RL.1.3
Describe characters, settings, and major events in a story, using key details.
RL.1.5
Explain major differences between books that tell stories and books that give information,
drawing on a wide reading of a range of text types.
SL.1.2
Ask and answer questions about key details in a text read aloud or information presented orally
or through other media.
L.1.2
Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing.
a.
b.
c.
d.
Capitalize dates and names of people.
Use end punctuation for sentences.
Use commas in dates and to separate single words in a series.
Use conventional spelling for words with common spelling patterns and for frequently
occurring irregular words.
e. Spell untaught words phonetically, drawing on phonemic awareness and spelling
conventions.
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ELA Reading Foundational Skills Standards:
RF.1.1
Demonstrate understanding of the organization and basic features of print.
a. Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending
punctuation).
RF.1.2
Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
a. Distinguish long from short vowel sounds in spoken single-syllable words.
b. Orally produce single-syllable words by blending sounds (phonemes), including consonant
blends.
c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken singlesyllable words.
d. Segment spoken single-syllable words into their complete sequence of individual sounds
(phonemes).
RF.1.3
Know and apply grade-level phonics and word analysis skills in decoding words.
a. Know the spelling-sound correspondences for common consonant digraphs (two letters
that represent one sound).
b. Decode regularly spelled one-syllable words.
c. Know final -e and common vowel team conventions for representing long vowel sounds.
d. Use knowledge that every syllable must have a vowel sound to determine the number of
syllables in a printed word.
e. Decode two-syllable words following basic patterns by breaking the words into syllables.
f. Read words with inflectional endings.
g. Recognize and read grade-appropriate irregularly spelled words.
RF.1.4
Read with sufficient accuracy and fluency to support comprehension.
a. Read on-level text with purpose and understanding.
b. Read on-level text orally with accuracy, appropriate rate, and expression.
c. Use context to confirm or self-correct word recognition and understanding, rereading as
necessary.
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ELA Transfer/Application Standards:
RL.1.1
Ask and answer questions about key details in a text.
W.1.5
With guidance and support from adults, focus on a topic, respond to questions and suggestions
from peers, and add details to strengthen writing as needed.
SL.1.1
Participate in collaborative conversations with diverse partners about grade 1 topics and texts
with peers and adults in small and larger groups.
a. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one
at a time about the topics and texts under discussion).
b. Build on others’ talk in conversations by responding to the comments of others through
multiple exchanges.
c. Ask questions to clear up any confusion about the topics and texts under discussion.
SL.1.6
Produce complete sentences when appropriate to task and situation. (See grade 1 Language
standards 1 and 3 on page 26 for specific expectations.)
L.1.1
Demonstrate command of the conventions of standard English grammar and usage when writing
or speaking.
a. Print all upper- and lowercase letters.
b. Use common, proper, and possessive nouns.
c. Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; we
hop).
d. Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their,
anyone, everything).
e. Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home;
Today I walk home; Tomorrow I will walk home).
f. Use frequently occurring adjectives.
g. Use frequently occurring conjunctions (e.g., and, but, or, so, because).
h. Use determiners (e.g., articles, demonstratives).
i. Use frequently occurring prepositions (e.g., during, beyond, toward).
j. Produce and expand complete simple and compound declarative, interrogative, imperative,
and exclamatory sentences in response to prompts.
L.1.6
Use words and phrases acquired through conversations, reading and being read to, and
responding to texts, including using frequently occurring conjunctions to signal simple
relationships (e.g., because).
2. TASK DESCRIPTION-2a-2e
(short narrative paragraph description)

Why is it important to understand the message or lesson of a story? What strategies do readers
use to understand a story? How do authors describe characters, settings and events so learners
can imagine them in their minds? After reading traditional literature, students will collaborate
with a peer to identify the main idea and details from a fiction story of their choice. Students will
then create a mobile identifying the main idea and supporting details from the story they chose.
Students will share mobile with class.
3. TASK SPECIFICS-3a-3c

3a. Task Choice
Text choice and partner
3b. Student Groupings
Individual, partner, whole-group
3c. Task Sequence
Students will...
o
o
o
o
o
o
Read and listen to a variety of traditional literature
 Demonstrate that traditional literature can take many forms (cumulative tales,
stories in threes, stories with magic, and poems) and has a common purpose
o Identify the central message/lesson
 Model how to participate effectively during read alouds/information presented orally
o Model how to ask and answer questions about key details
o Demonstrate how to retell familiar stories using descriptive language to
describe character, setting, events, ideas, and feelings using temporal words
 Model how to apply comprehension strategies (e.g., making connections,
predicting/inferring, questioning, monitoring, summarizing, evaluating) when
reading aloud stories/books (repeated throughout the module)
 Model how to use 2-3 strategies when reading aloud mentor texts
 Model each strategy individually and name it
 Think aloud how to apply comprehension strategies and explain when a reader
would use specific strategies during whole group, small group, and individual
conferring wil
Choose a fiction book from their book basket that they are familiar with and identify the
main idea and details from the story on a graphic organizer
 Demonstrate how to read and select appropriate leveled text
o Model how to read with accuracy (self-correct word)
o Model how to read fluently (expression, rate, and rereading text)
o Model how to read for meaning
 Demonstrate how to use grade-level phonics and word analysis skills in decoding
words
o Demonstrate how to decode consonant digraph spelling sound correspondence
o Demonstrate how to decode regularly spelled one-syllable words
o Demonstrate how to decode using final -e and common vowel teams
representing long vowel sound
o Demonstrate how to use knowledge every that every syllable has a vowel
sound to determine number of syllables
Read story to classmate
Collaborate to confirm the main idea and details from the story
Create a mobile (main idea goes on large piece of paper, details hang from main idea on
smaller pieces of paper)
 Demonstrate how to use English conventions correctly
o Commas in dates and single word series
o Conventional spelling for words with common spelling patterns and for
frequently used irregularly spelled words
Present mobile to class
4. TASK PURPOSE AND AUDIENCE

4a. Purpose
This task provides students with the opportunity to demonstrate their ability to identify the main
idea and details from a text of their choice. Moreover, students have the opportunity to
collaborate with their peers to check for their understanding of main idea and details.
4b. Audience
Class
5. RESOURCES/MATERIALS NEEDED FOR TASK

Model texts, fiction texts for student use, graphic organizer
6. ASSESSMENT

6a. Self-Monitoring Methods
insert text here
6b. Rubric for Quality
insert text here