Main idea/Detail Graphic organizer
what is it?
* This type of graphic organizer is used as a comprehension strategy to help students record the main idea and details from a text found within each paragraph.
* These graphic organizers work well with sequential and descriptive text structures. (Science and social science texts follow this structure).
*Examples of a main idea/detail graphic organizer:
* These graphic organizers work well with sequential and descriptive text structures. (Science and social science texts follow this structure).
*Examples of a main idea/detail graphic organizer:
How to use a main idea/detail graphic organizer:
1) Select an appropriate text that includes the necessary content. Be sure the text is either sequential or descriptive to be used with the Main Idea/Detail Graphic Organizer.
2) Give all students a copy of a main idea/detail graphic organizer and provide one large class copy for all students to follow along.
3) Have students number each paragraph in the text selection and on their own graphic organizer sheet.
4) Model for the students: Read one paragraph from the text selection and record significant details from the text in note format.
5) Students should be following along and filling in their own graphic organizer as the teacher is modeling.
6) Once students understand how to use the graphic organizer, have them work in small groups or pairs with guided practice. Students should complete one paragraph at a time, coming back to class discussion after each paragraph.
7) After modeling and provided guided practice, allow students to complete graphic organizers independently, while continually checking progress.
2) Give all students a copy of a main idea/detail graphic organizer and provide one large class copy for all students to follow along.
3) Have students number each paragraph in the text selection and on their own graphic organizer sheet.
4) Model for the students: Read one paragraph from the text selection and record significant details from the text in note format.
5) Students should be following along and filling in their own graphic organizer as the teacher is modeling.
6) Once students understand how to use the graphic organizer, have them work in small groups or pairs with guided practice. Students should complete one paragraph at a time, coming back to class discussion after each paragraph.
7) After modeling and provided guided practice, allow students to complete graphic organizers independently, while continually checking progress.
How this strategy Benefits student learning:
* "Studies suggest that they work to aid readers in remembering information" (Miller, 2011, p.63).
* "The purpose for using this graphic organizer 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, 2011, p.65).
* "It gives students a road map that they can use to chart the course before reading and a study guide or writing support to use after reading" (Miller, 2011, p.65).
* "Working in diverse cooperative groups can help struggling students gain assistance from their peers" (Ramos, 2014, para.5).
* "The purpose for using this graphic organizer 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, 2011, p.65).
* "It gives students a road map that they can use to chart the course before reading and a study guide or writing support to use after reading" (Miller, 2011, p.65).
* "Working in diverse cooperative groups can help struggling students gain assistance from their peers" (Ramos, 2014, para.5).
using this strategy with writing:
* After completing this form of graphic organizer, students can take the main idea and details that they gathered in order to write a summary of what they read.
- Supporting Common Core State Standard in Writing Grades 6-8: CCSS.ELA-Literacy.WHST.6-8.2.b: Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
- Supporting Common Core State Standard in Writing Grades 6-8: CCSS.ELA-Literacy.WHST.6-8.2.b: Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
supporting videos:
* The video below looks at 3 key reading skills: How to find main ideas and supporting details, how to use the main ideas and supporting details graphic organizer, and how to skim and scan the text. This video can be watched as professional development for educators to learn research-based strategies on finding main ideas and supporting details.
* The video below provides an example of a teacher teaching a lesson finding main ideas and details to make predictions. A graphic organizer could be used along with this lesson to record the main ideas and details.
research says....
* "Research findings indicate that graphic organizers can be effective tools to support comprehension for all students, including those who are at risk for academic failure or have been diagnosed with a learning disability" (Miller, 2011, p.63).
* "By asking students to focus on a small number of important concepts, graphic organizers capitalize on the capacities of short-and long-term memory" (Miller, 2011, p.63).
* ""Chunking" or dividing the book into sections or chapters to read helps alleviate anxiety" (Ramos, 2014, para.5).
Sources:
Miller, M., & Veatch, N. (2011). Literacy in Context: Choosing Instructional Strategies to Teach Reading in Content Areas for Students in Grades 5-12. Boston, MA: Pearson Education Inc.
Ramos, E. (2014). Organizing Main Ideas and Supporting Details. Scholastic Teachers. Retrieved July 21, 2014 from http://www.scholastic.com/teachers/lesson-plan/organizing-main-ideas-and-supporting-details.
* "By asking students to focus on a small number of important concepts, graphic organizers capitalize on the capacities of short-and long-term memory" (Miller, 2011, p.63).
* ""Chunking" or dividing the book into sections or chapters to read helps alleviate anxiety" (Ramos, 2014, para.5).
Sources:
Miller, M., & Veatch, N. (2011). Literacy in Context: Choosing Instructional Strategies to Teach Reading in Content Areas for Students in Grades 5-12. Boston, MA: Pearson Education Inc.
Ramos, E. (2014). Organizing Main Ideas and Supporting Details. Scholastic Teachers. Retrieved July 21, 2014 from http://www.scholastic.com/teachers/lesson-plan/organizing-main-ideas-and-supporting-details.