Main Idea/Detail Graphic Organizer
The purpose of a Main Idea/Detail Graphic Organizer as stated by MIller and Veatch (2011), "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. 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." This strategy helps inform the reader about what is to come and it provides them with a reason to read the text. When using this strategy the text needs to be sequential or descriptive in nature, which would be most textbooks. Below are two examples of how you might implement this strategy in your classroom.
Example 1:
Example 1:
- Select an appropriate text. Make sure the text is either sequential or descriptive to be used with the Main Idea/Detail Graphic Organizer.
- Give each student a copy of a main idea/detail graphic organizer and provide one large class copy for students to follow along.
- Have students number each paragraph in the text and on their graphic organizer sheet.
- Model for the students: Read one paragraph from the text selection and record significant details from the text in note format.
- Students should be following along and filling in their own graphic organizer as the teacher is modeling.
- Once students understand how to use the graphic organizer, have them work in small groups or pairs with guided practice.
- After the completion of each paragraph students will come back and have a class discussion.
- After modeling and the guided practice, allow students to complete graphic organizers independently, while continually checking progress.
Example 2:
- In my PE class I would use the Main Idea/Detail Graphic Organizer when reading a passage about how to shoot a free throw in basketball.
- Each student would have a graphic organizer and a copy of the passage.
- As a class we would look at the text and decide what to write down as the main idea.
- Next we would start to read through the passage and write down details about how to shoot a free throw.
- As we are reading and discussing the steps I would have students demonstrate to include a visual aspect to the learning of this skill.
- After finishing the reading I would have students write a summary of how to shoot a free throw.
- We would then use this graphic organizer to go practice the skill we just read about.
Video Resources
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The video to the left show the main idea/detail graphic organizer being implemented in a classroom. This teacher does a good job of modeling the strategy to the students and then allows them to work through it on their own. She does a good job of providing continuous support, which helps students stay on task and motivated. At the conclusion of the lesson she reviews the steps to help students really learn the strategy so they can do it on their own in the future.
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The video to the right explains a strategy of how you could set up a main idea and detail graphic organizer. It is set up in a friendly manner using the hamburger, which would help younger students understand the concept. It then describes what the main idea is and what the details should include.
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Writing and Main Idea/Detail Graphic Organizer
In order to complete the Main Idea/Detail Graphic Organizer students must to be able to identify main ideas and supporting details. Depending on the format you use you could have students write a summary when they are done with the main idea/detail part to increase the amount of writing that students are doing when they are using this comprehension strategy.
In order to complete the Main Idea/Detail Graphic Organizer students must to be able to identify main ideas and supporting details. Depending on the format you use you could have students write a summary when they are done with the main idea/detail part to increase the amount of writing that students are doing when they are using this comprehension strategy.
References
Introducing Main Idea & Supporting Details Bundle. (2013). Retrieved July 19, 2015, from https://www.youtube.com/watch?v=XFPiYCeHeys
Miller, M., & Veatch, N. (2011). Literacy in context (LinC): Choosing instructional strategies to teach reading in content areas for students grades 5-12. Boston: Pearson.
Miss Meghan's Lesson on Main Idea and Detail. (2011). Retrieved July 19, 2015, from https://www.youtube.com/watch?v=APofOnvUEoc#t=30
Introducing Main Idea & Supporting Details Bundle. (2013). Retrieved July 19, 2015, from https://www.youtube.com/watch?v=XFPiYCeHeys
Miller, M., & Veatch, N. (2011). Literacy in context (LinC): Choosing instructional strategies to teach reading in content areas for students grades 5-12. Boston: Pearson.
Miss Meghan's Lesson on Main Idea and Detail. (2011). Retrieved July 19, 2015, from https://www.youtube.com/watch?v=APofOnvUEoc#t=30