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A short video on how to find the main idea of a passage-- Created using PowToon -- Free sign up at http://www.powtoon.com/ . Make your own animated videos and animated presentations for free.

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Determine the main idea of a text and explain how it is supported by key details; summarize the text.

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English Language Arts Standards " Reading: Informational Text " Grade 4 " 2 | Common Core State Standards Initiative

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Determine the main idea of a text and explain how it is supported by key details; summarize the text.

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Draw Evidence From Literary or Informational Texts to Support Analysis, Reflection, and Research assessment - Teach, Assess, Analyze with the Largest K-12 Resource Catalog

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assessment: Draw Evidence From Literary or Informational Texts to Support Analysis, Reflection, and Research by Jon Kuchling free

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How to find the main idea and supporting details - reading skills for beginners

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Uploaded by Mr minecraft jr on 2017-02-27.

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English language learners (ELLs) may have some difficulty identifying the main idea when they are reading a paragraph. Teaching students how to paraphrase can help them learn to pick out what is important in the material that they read. This is a great strategy which you can accompany with other effective practices, such as previewing the story, making predictions, activating prior knowledge, using text features such as the title and other headings, and pre-reading key sections (like the introduction and conclusion). All of these strategies will help ELLs improve their understanding of the material they are reading better as they identify the important points in the text, and the main idea.

Key Benefits

It is essential to remember that students learn through different learning modalities. For this reason, it is important to teach students a variety of strategies, such as paraphrasing, note-taking, previewing, and reading key paragraphs. All of these strategies can help ELLs enhance their reading comprehension skills.

Suggested Activities

Lower Grade Activities

In lower grades, the teacher should present this lesson as a whole group activity.

Ensure ELLs receive a list of any challenging vocabulary words they might encounter. It's a good idea to provide an explanation, and the meaning for each word before they begin to read the story.

Allow students to have an oral discussion on what each paragraph describes, and provide time for students to write the details for each paragraph.

Use a graphic organizer to assist students in identifying main ideas, and supporting details.

Allow ELLs to use their native language to talk, or write, about the story.

Upper Grade Activities

Teachers may choose to first model the first paragraph and let students work in small groups as they find the main idea.

Encourage students to read the story/book several times.

Have an initial reading and discussion.

Ask students to read the text a second time, and encourage them to take notes.

Have students paraphrase their own notes to help them better understand the main idea.

Hold a group discussion to share ideas about the main idea of the story/book.

IDEA: Backwards web graphic organizer

As they read, have your students pause at each paragraph. Then ask, them to use a web graphic organizer backwards.

This means that students must begin by writing the details for each section, or paragraph,

then write a summary sentence with those details,

and finally, try to find the main idea based on those summary sentences.

Download a PDF of the "find the main idea" web graphic organizer.

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English language learners (ELLs) may have some difficulty identifying the main idea when they are reading a paragraph. Teaching students how to paraphrase can help them learn to pick out what is important in the material that they read.

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TeachersFirst: Adjusting Lessons for ESL/ELL Students

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TeachersFirst's ESL/ELL resources provide guidance, tips, and strategies for teachers accommodating ESL/ELL students in the regular classroom.

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We ESL teachers are the experts in English language acquisition.

Our superhuman powers even allow us to impart knowledge to students through an osmosis-like processes.

Okay, not really. Excuse my wishful thinking.

Instead, we stay up late researching strategies to motivate our students.

We constantly seek new ways to liven up our ESL lessons, and we explore tools to meet the needs of various learning styles.

While all these things are great - and necessary - we need to make sure that we're supporting our students 100%.

This only occurs by implementing the necessary and appropriate modifications and accommodations in the classroom.

But many of us don't have firsthand experience learning a second language and, for those of us who do, most have had the benefit of receiving most or all of our education in our native language. Our students don't necessarily have that luxury.

In fact, the majority of them are learning to navigate a new language and culture while simultaneously learning their native language. With content area teachers, students are learning various concepts and ideas for the first time in a language that they have yet to master.

That's not an easy feat, to say the least.

So, how do we figure out which modifications and accommodations our students need to succeed?

Download: This blog post is available as a convenient and portable PDF that you can take anywhere.Click here to get a copy. (Download)

The Importance of Implementing Modifications for ELLs

Many English Language Learners are identified as having Limited English Proficiency (LEP) and, in turn, struggle to access the material or concepts being taught in class. In this common situation, it's imperative for teachers to choose appropriate modifications and accommodations in order to make the content more accessible to them.

Although these modifications are insufficient to place our students on a level playing field with their English speaking counterparts, they do make a huge difference in our students' academic success.

The terms modifications and accommodations are often used interchangeably, but it's imperative that teachers understand the differences between the two.

Modifications are essentially changes made to the core content so that the learning objectives are different and more accessible for the student.

Accommodations, on the other hand, don't change the actual content being delivered. They're add-ons, tools that ensure that students can demonstrate what they know without lessening their expectations. Since modifications do usually lessen the expectations for the students, they're usually only used in extreme circumstances.

Both modifications and accommodations should be used carefully and with thoughtful consideration.

Let's discuss some ideas on how we can use accommodations and modifications to make learning easier for students with LEP.

1. Alternate Responses

When assessing your ESL students, be sure that you're clear on exactly what it is that you want them to demonstrate. Then, think of creative ways that they can demonstrate that knowledge. For instance, a teacher assessing students' understanding of causes of the Revolutionary War may traditionally have required that students write responses to a number of questions or prompts. For ELLs, this may be restrictive and prevent them from communicating what they actually know.

If you're not actually assessing their writing ability, then you can find alternate ways for the students to respond.

They can be allowed to draw a series of pictures with short captions or even speak their responses into a recorder in lieu of providing a written response. This way, you're giving them the chance to communicate their knowledge in a way that circumvents the language and/or writing barrier.

2. Advance Notes

Just thinking about the advanced French class that I took in college makes my head spin to this very day.

The instructor spoke in French the entire time. Although I had a decent grasp on speaking and understanding French, it was still difficult for me to keep up with everything that was covered.

Our students face a similar problem in many of our classes.

One way that we can make things easier is by preparing and distributing advance notes. This gives ELLs the opportunity to preview what will be taught and, in turn, aids in comprehension of the material.

If your students are required to take notes, your ELLs can use your advance notes and make small additions as necessary. This decreases the amount of writing required, allows the student to slow down and helps them make sense of what is being said. It's also a huge confidence booster that's been proven to increase student performance.

3. Extended Time

It's obvious that response time for ELLs is significantly greater than it is for students proficient in English. Given this, we know that ELLs may require more time to process and communicate information on assessments. To support your students in this area, give them additional time on tests to help. Extra time will also help to decrease anxiety, which often has a significant impact on test performance.

4. Teacher Modeling

As ESL teachers, we're always thinking about reducing Teacher Talking Time (TTT). One great way to do this is to focus on ways to communicate non-verbally.

Modeling and using gestures to aid in understanding can be a very effective accommodation for ELLs. Make sure that you're thoughtful about what you'll model and how you'll do it ahead of time. Also make sure that you're not only modeling during instruction, but that you also model directions as well.

So, let's say you're going to tell your students that they need to get folders from their backpacks. Place your own backpack on your desk, find a place to sit and support your ELLs by modeling each step as you say it. You can point to a desk when you ask them to place their folders on their desks. You can also pick up a folder and point to your backpack when you ask them to do the first step.

The key is to keep your actions clear and simple. Too much moving around can distract students from listening to what you're saying.

5. Simplified written and verbal instructions

Whether you're giving instructions for a test or assignment verbally or textually, you should simplify them as much as possible for students with LEP. Many times, this can be easily done by taking out extra words or turning complex sentences into simple ones. Consider these directions:
Carefully read each sentence below and determine its subject and predicate. Then, underline the subject once and the predicate twice.
These directions can be easily changed to this simpler version:
Read each sentence. Put one line under the subject. Put two lines under the predicate.
These simple changes require minimal effort and time, but actually do make a huge difference for our students!

6. Frequent breaks

Learning is fun, but it can also be hard work!

This is especially true for students learning a new language. All that hard work may mean that your ELLs need more frequent breaks than others. Give your students frequent breaks during class time or tests so that they can perform at their best. Simply stepping out in the hall, walking around the room or taking a trip to the water fountain can make a huge difference, leave them feeling refreshed and get them in the zone to be ready for more.

7. eDictionaries

When used correctly, technology never fails to transform a classroom. Allow your students to use eDictionaries in your classroom to look up unknown words. Any regular dictionary will do, but eDictionaries allow students to hear the pronunciations of words. As you might imagine, this is extremely helpful for anyone learning a second language. If students encounter an unknown word, they can type it into an eDictionary, hear the word pronounced and either read or listen to the definition. Also, if they aren't sure how to to spell a word, many eDictionaries will allow them to speak the word to have the correct spelling displayed.

Using Content Modifications When Necessary

There are definitely situations where accommodations are simply not enough. In these moments, you'll need to actually change or modify content and learning objectives.

In these instances, you'll actually change the overall expectations of the individual student and/or make the content less complex. The goal is that this will help the student to learn as much as possible while still working towards their overall learning goals.

So, if one learning objective for your students is to be able to identify the causes of the Revolutionary War, a modification could entail that one particular student only has to identify all parties involved in the war, dates, and other specific bits of information.

Evaluating Effectiveness of Instructional Accommodations

There are many, many options for accommodating your students.

All of these accommodations aren't equal.

What works for one student may not work for another, and what worked at one point in time may no longer be effective for your current classroom.

When implementing accommodations and modifications, be sure to continuously evaluate their effectiveness.

During this evaluation, it's important to solicit and consider student feedback. If something is working well, then great. If not, then you'll need to find other accommodations that are more effective. Talking to other teachers can be especially useful in this process. Many of your colleagues will have ideas and examples of accommodations that they've used successfully.

Keep in mind that the goal of the accommodation is to make the process of teaching and learning easier for the student. Put forth time and effort into carefully selecting accommodations and watch how these small changes make a world of difference!

Download: This blog post is available as a convenient and portable PDF that you can take anywhere.Click here to get a copy. (Download)

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7 ESL Modifications for Lesson Plans That'll Make Learning Easier

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We ESL teachers are the experts in English language acquisition. Our superhuman powers even allow us to impart knowledge to students through an osmosis-like processes. Okay, not really. Excuse my wishful thinking. Instead, we stay up late researching strategies to motivate our students.

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Special Needs Accommodations for this Lesson 

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Special Needs Accommodations for this Lesson 

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Special Needs Accommodations for CCSS ELA 4.docx

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Program accommodations and modifications are available to children who receive services under IDEA or Section 504 of the Rehabilitation Act.

General Accommodations:

Large print textbooks
Textbooks for at-home use
Additional time for assignments
A locker with adapted lock
Review of directions
Review sessions
Use of mnemonics
Have student restate information
Provision of notes or outlines
Concrete examples
Adaptive writing utensils
Support auditory presentations with visuals
Use of a study carrel
Assistance in maintaining uncluttered space
Weekly home-school communication tools (notebook, daily log, phone calls or email messages)
Peer or scribe note-taking
Space for movement or breaks
Study sheets and teacher outlines
Extra visual and verbal cues and prompts
Lab and math sheets with highlighted instructions
Graph paper to assist in organizing or lining up math problems
Use of tape recorder for lectures
Use of computers and calculators
Books on tape
Graphic organizers
Quiet corner or room to calm down and relax when anxious
Preferential seating
Alteration of the classroom arrangement
Reduction of distractions
Answers to be dictated
Hands-on activities
Use of manipulatives
No penalty for spelling errors or sloppy handwriting
Follow a routine/schedule
Alternate quiet and active time
Teach time management skills
Rest breaks
Verbal and visual cues regarding directions and staying on task
Agenda book and checklists
Daily check-in with case manager or special education teacher
Adjusted assignment timelines
Visual daily schedule
Varied reinforcement procedures
Immediate feedback
Work-in-progress check
Personalized examples

Testing and Assessment Accommodations:

Answers to be dictated
Frequent rest breaks
Additional time
Oral testing
Untimed tests
Choice of test format (multiple-choice, essay, true-false)
Alternate ways to evaluate (projects or oral presentations instead of written tests)
Accept short answers
Open-book or open-note tests
Read test and directions to student
Provide study guides prior to tests
Highlight key directions
Test in alternative site
Use of calculator or word processor
Extra credit option
Pace long-term projects
Preview test procedures
Simplified test wording; rephrased test questions and/or directions

General Modifications:

Allow outlining, instead of writing for an essay or major project
Use of alternative books or materials on the topic being studied
Computerized spell-check support
Word bank of choices for answers to test questions
Provision of calculator and/or number line for math tests
Film or video supplements in place of reading text
Reworded questions in simpler language
Projects instead of written reports
Highlighting important words or phrases in reading assignments
Modified workload or length of assignments/tests
Modified time demands
Pass/no pass option
Modified grades based on IEP

Behavior modifications:

Breaks between tasks
Cue expected behavior
Daily feedback to student
Have contingency plans
Use de-escalating strategies
Use positive reinforcement
Use proximity/touch control
Use peer supports and mentoring
Model expected behavior by adults
Have parent sign homework
Have parent sign behavior chart
Set and post class rules
Chart progress and maintain data
Related Smart Kids Links

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Examples of Accommodations & Modifications | Smart Kids

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Program accommodations and modifications are available to children who receive services under IDEA or Section 504 of the Rehabilitation Act.

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Instructional Accommodations for a Student with a Disability

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The Colorado Instructional Accommodations Manual provides guidance for IEP Teams and educators, presents a Five-Step Process for the selection and implementation of instructional accommodations. It offers tools and suggestions for using technology for students with a disability to best access instructional context.

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The establishment of Common Core State Standards (CCSS) for students nationwide represents a particularly robust challenge for teachers of students with special needs. On the one hand, advocates for students with disabilities have made it clear that they want these students to be held to the same high level of achievement as typically developing students. On the other hand, the particular disabilities that these students possess may make it difficult for them to meet certain standards. This is especially true if the avenues for meeting those standards are defined too rigidly. What follows are seven ways to help educators provide flexible means through which students with special needs can master the Common Core State Standards while still maintaining high expectations for achievement.

1. Provide alternative means of expression. If the standard does not explicitly state that the student must perform the competency via written expression consider other means through which the student can meet it. For example: ELA.W.11.12.3b - Use narrative techniques such as dialogue, pacing, description, reflection, and multiple plot lines to develop experiences, events, and/or characters. In this case, narrative techniques might include having the student draw a cartoon strip, do an oral presentation, complete a work of art, compose a musical piece, or a write graphic novel.

2. Utilize the students interests. For example: K.CC.6 - Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using counting and matching strategies (include groups with up to 10 objects). If the student loves to play with miniature soldiers, let him use them in both learning about, and demonstrating mastery in the standard.

3. Employ alternative texts. For example: 11-12.RST.6 - Analyze the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved. Let the student do the analysis and identifications using a "text" other than a textbook or worksheet, such as a compelling novel or non-fiction work, a video, a talking book, a website, or a live interview with an expert.

4. Use assistive technologies and Universal Design for Learning tools. For example: ELA.RL.4.3. - Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character's words, thoughts, or actions). Let the student use text-to-speech software (such as the Kurzweil 3000), or an interactive digital book to help with the reading of the story or drama.

5. Engage the student's strengths. For example: 7.G.3 - Describe the two-dimensional figures that result from slicing three-dimensional figures, as in plane sections of right rectangular prisms and right rectangular pyramids. If the student learns best through hands-on activities, let him slice volumes of clay, or some other malleable material, as a way of learning about two-dimensional figures that result from slicing three-dimensional figures.

6. Pair the student with a typically developing student. For example: 2.MD.7 - Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. Have a typically developing student engage in peer-teaching with a student with special needs. Using real digital and analog clocks, let them take turns quizzing each other on the standard.

7. Modify the environment. For example: 4.W.1.3 - Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. Provide a comfortable environment for writing. Let students write in ways that they prefer such as: laying down, standing up, at a computer station, table or desk, with or without music, using pen, pencil (handgrips if needed), or computer.

The Common Core States Standards Initiative has clearly stated its policy concerning students with disabilities: "In order for students with disabilities to meet high academic standards and to fully demonstrate their conceptual and procedural knowledge and skills in mathematics, reading, writing, speaking and listening (English language arts), their instruction must incorporate supports and accommodations. " [emphasis mine]. Educators are thus empowered to become creative in developing innovative ways through which students with special needs can acquire competency in and mastery of these nationwide standards.

For more strategies and tools to help students with special needs meet the requirements of the Common Core State Standards, see my book: Neurodiversity in the Classroom: Strength-Based Strategies to Help Students with Special Needs Achieve Success in School and Life. And visit my website: www.institute4learning.com.

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7 Ways to Adapt the Common Core Standards for Students with Special Needs

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The establishment of Common Core State Standards (CCSS) for students nationwide represents a particularly robust challenge for teachers of students with special needs. On the one hand, advocates for students with disabilities have made it clear that they want these students to be held to the same high level of achievement as typically developing students.

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Teaching students how to use a title to help them figure out the main idea of a reading passage is one of the easiest and most overlooked strategies. In nonfiction especially, the title will usually tell you exactly what the topic of the passage will be, which is the first step to figuring out the main idea.

Let's say your class is reading Sheila Keenan's Animals in the House: A History of Pets and People. Just based on this title, students should be able to make reasonable predictions as to the main idea and supporting details of the text. You could ask some different questions to help encourage that thinking:

What will this book be mostly about?

Do you think one of the supporting details in this book will be about elephants? Why or why not?

Do you think one of the supporting details in this book will be about dogs? Why or why not?

What other animals might the author include to support the main idea? How do you know?

Which of the following statements is more likely to be the main idea of the book: "Dogs make great pets because they are friendly, loving, and loyal," OR "Throughout history, people have depended on a variety of pets for help, companionship, and protection."

Just by thinking carefully about the title, students should be able to predict a reasonable main idea to the book, as well as possible supporting details. In nonfiction books or passages, students can also use headings to make similar predictions of the main idea and details of smaller sections.

You could also cover up the title of a book or passage, and have students make predictions about what the title is after reading. This will get students thinking about what was most important and what the text was mostly about.

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Teaching Main Idea so Students Actually Understand

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Teaching students how to use a title to help them figure out the main idea of a reading passage is one of the easiest and most overlooked strategies. In nonfiction especially, the title will usually tell you exactly what the topic of the passage will be, which is the first step to figuring out the main idea.

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Differentiating Instruction: Finding the Main Idea and Supporting Details in Informational Texts

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Improve your students' reading comprehension with ReadWorks. Access thousands of high-quality, free K-12 articles, and create online assignments with them for your students.

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One-Page NONFICTION Readings: Grade 4 Center for Urban Education

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Shark Facts The Monster in the Barn Gazpacho Soup The Butterfly The Horses of Chincoteague Watching a Beekeeper Thomas Edison Lady and the Garden Hose Hurricanes Jackson's Day Who is Dr. Seuss?