Graphic Organizers

Focus of Lesson: Nonfiction text comprehension

Grade Level/Subject: 3rd Grade/ELA
Common Core State Standards: CCSS.ELA-LITERACY.RI.3.2 Determine the
main idea of a text; recount the key details and explain how they support the main
idea.
Student Learning Objective:

I can use a graphic organizer to determine the main idea and details of a
nonfiction text.

Materials Needed

Main idea and details graphic organizer (see attachments)

Life in Antarctica by Kenji Foster

o Bear, D. (2007). Macmillan McGraw-Hill treasures: A
reading/language arts program. (Vol. 1, pp. 88-89). New York:
Macmillan McGraw-Hill.

Penguin Chick by Betty Tatham

o Tatham, B., & Davie, H. (2002). Penguin chick. New York:
HarperCollins.

Highlighters

Writing utensils

Lesson Outline:

In a small group the teacher will show the students a main idea and details graphic
organizer. The teacher will explain that graphic organizers, or concept maps,

visually show relationships been key concepts and details. The teacher will tell
students that graphic organizers help learners record and organize the important
details located within a selection.

The teacher will pass out copies of the text Life in Antarctica by Kenji Foster.
This text will be used as a guided practice to look for the main idea and details.

The teacher will explain, The main idea is the main point the author is trying to
make. A main idea explains what the entire selection or story is about. Sometimes
the main idea is in the beginning of a paragraph, the end, or sometimes it is not
clearly stated. When the main idea is not clearly stated we must look at the title,
text features, and details in the text to figure out what the selection is mostly
about. I will read aloud this selection and as I read, think about what the entire
selection is about. This will help us determine the main idea. The teacher will
read aloud Life in Antarctica by Kenji Foster as the students follow along.

After the teacher has read aloud the text, the teacher will lead the students in a
discussion. Ask the following questions, What do you remember me reading?
What is the selection mostly about? How do you know?

The students will then write down the main idea of the selection on their graphic
organizers. The students will write, The weather in Antarctica makes it difficult
for plants and animals.

Next the students will be directed to reread the text to independently highlight at
least two specific details that tell how the weather makes is difficult for plants or
animals.

The teacher will ask, What details did you find that tell about our main idea?
The teacher will elicit answers from the students as the students complete his or
her graphic organizer by writing in at least two details.

Extensions/ Differentiation

Group A- Students approaching grade-level may be provided the main idea. With
teacher support this group will find details from the text to support the main idea.
Students approaching grade-level should be read aloud the text at least twice
before looking for details. Students will record the details on a main idea and
details graphic organizer.

Group O- Students will be provided with a new text, Penguin Chick by Betty
Tatham, and a partner to determine the main idea and details using a main idea
and details graphic organizer. Students will meet in a small group with the
teacher to discuss the main idea and details of the selection.

Group B- Students working beyond grade-level may read a new text, Penguin
Chick by Betty Tatham silently. The student will independently fill out his or her
graphic organizer with the main idea and details of the entire selection. Students
will meet in a small group with the teacher to discuss the main idea and details of
the selection.

Assessment- Formative- To assess student learning during the small-group lesson

the teacher will observe student ability to find the main idea and details. The
teacher will collect and analyze student graphic organizers to assess student
progress.

Teacher Notes/ Reflection-

During the lesson I noticed my O group had a difficult time working with partners
to find the main idea. To support these students next time I would chose only a
specific paragraph or section of the text to analyze. These students were
overwhelmed with the mass amount of details presented in the text. Students also
frequently did not pick out details directly from the selection. Students relied their
memory when completing the graphic organizer. For this reason, it became important
to stress the importance of referring back to the text when finding details that support
the main idea. Additionally I think the B group could be further challenged by
developing his or her own graphic organizer to visually display the main idea and
details.