Professional Documents
Culture Documents
Paige Kearnan
Subject: Literacy, Social Studies Central Focus: Students will understand the
importance of finding the main idea. Students will
be able to understand transportation evolves as
technology improves.
Daily Lesson Objective: Students will be able to identify the main idea and supporting detail of
an informational text at their reading level. Students are expected to write a 2 sentence
summary of the informational text using the main idea and the supporting details. Students
are expected to earn 6 out of 8 points on exit ticket. Students will receive 3 points for providing
a response for the main idea of the text, 3 points for providing three details to support the
main idea of the text, and 2 points for a two sentence summary for the informational text,
Transportation Changes.
Prior Knowledge:
Students should be able to write a paragraph on topic and should be able to identify
unimportant details in a text. Students should know the forms of transportation they use daily
(i.e. car, school bus).
3. Teacher Input I will read the following passage aloud to the students and
conduct a read aloud/think aloud.
T: Lets skim the passage first paying attention to the title,
picture, caption, and bold words. The title tells us that the
passage is about what topic?
S: Transportation.
T: What does the picture show us?
S: Different kinds of transportation.
T: The bold words introduce words we should know to
understand the text better. What happens when we read a word
we dont know the meaning of?
S: We use context clues to help us understand what they mean
in the passage.
T: Okay, so now that we have skimmed the text, what do you
think the text is about?
S: Different types of transportation.
T: Nice! Sometimes the title is also the main idea of the text.
Now, as we read, lets underline all the supporting details that
directly support the main idea, there are different ways we use
transportation. Underline any sentence that describes what the
different types of transportation are and how we use them.
4. Guided Practice I will pass out a blank graphic organizer. Students will
independently reread the passage. In their table groups, I will ask
students to circle the main idea and underline the supporting
details. Students will then fill in their graphic organizer and write
a 1-2 sentence summary based on the main idea and supporting
details of the passage.
I will walk around checking for understanding by asking
questions such as:
Why did you underline certain key details?
How do these key details support the main idea?
If I took away the title, how would you figure out the main idea of
passage?
5. Independent Practice I will pass the following passage and a blank graphic organizer.
6. Assessment Methods Formative Assessment: Teacher will check for understanding by asking
of questions during the guided practice and independent practice.
all
objectives/skills: Summative: Students can earn up to 8 points for independent practice.
3 points for the main idea of the text
3 points for providing three details to support the main idea of the text
2 points for a two-sentence summary of the informational text.
7. Closure I will share with the class (via doc camera) 1-2
exemplar summaries showing the students what
makes these good examples.
Reflection on lesson: