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Lessons to Teach the Central Idea, Theme, and Summarizing (Reading Standard 2)

James W. CunninghamProfessor Emeritus, UNC–Chapel Hill

Consultant, Solution Tree, Inc.

© Cunningham 2013. solution‐tree.comDo not duplicate.

Reading Standard 2

Main idea comprehension (Cunningham & Moore)

The Most Common Misunderstandings About Reading Standard 2

1. That the main idea is the most important or most interesting idea to the reader

2 Th t th i j t ki d f i id2. That there is just one kind of main idea

© Cunningham 2013. solution-tree.com Do not duplicate.

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What Is Main Idea Comprehension?(Reading Standard 2)

When the text guides the reader to focus on its central rather than its peripheral ideas

What Is Main Idea Comprehension?(Reading Standard 2)

When the text guides the reader to focus on its central rather than its peripheral ideas

Kinds of Main Ideas


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Kinds of Main Ideas(Reading Standard 2)

Literature:

• Summary

• Central idea

Informational text:

• Main topic

• Central idea

• Theme • Summary

Main Idea Comprehension(Reading Standard 2)

Summarization:

“Retell.” “Recount.” “Including key details”

“Summarize the text.”

“Provide an objective summary of the text.”

Reading Standard 2

Literature:“Determine the central message, lesson, or moral.”“Determine a theme.”“Determine a central idea.”

Informational text:“Identify the main topic.”“Identify … the focus of specific paragraphs.”“Determine the main idea.”“Determine two or more main ideas.”“Determine a central idea”


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Synonyms for Main Idea Types

• Summary


• Summary = “retelling”; “recounting”

• Central idea



• Central idea = “main idea”; gist

• Theme


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Synonyms for Main Idea Types in the CCSS


• Central idea = “main idea”; gist

Th “ ” “l ” “ l”• Theme = “message”; “lesson”; “moral”

What Are “Key Details”?

The details that should be included in a summary of the text, depending on its length as compared with the length of the text

How to Teach Main Idea Comprehension (Reading Standard 2)

• Select task.


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Select Task

1. Present two or more answers, only one of which is correct/best.

2. Have students use evidence and make an explanation for different choices.p

3. Have students select the right/best answer.

4. Tell students which answer you think is right/best.

5. Use evidence and make an explanation to defend your selection.

Seven Types of Main Idea

Cunningham & Moore

Informational Text: The Main Topic

… is the person, place, thing, or idea the text is most about


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ReferenceLauber, Patricia. Hurricanes: Earth’s Mightiest Storms. New York: Scholastic, 1996.(CCSS = Grades 4–5)

Great whirling storms roar out of the oceans in many parts of the world. They are called by several names—hurricane, typhoon, and cyclone are the three most familiar ones. But no matter what they are called, they are all the same sort of storm. They are born in the same way, in tropical waters. They develop the same way, feeding on warm, moist air. And they do the same kind of damage, both ashore and at sea. Other storms may cover a bigger area or have higher winds, but none can match both the size and the fury of hurricanes. They are earth’s mightiest storms. Like all storms, they take place in the atmosphere, the envelope of air that surrounds the earth and presses on its surface. The pressure at any one place is always changing. There are days when air is sinking and the atmosphere presses harder on the surface. These are the times of high pressure. There are days when a lot of air is rising and the atmosphere does not press down as hard. These are times of low pressure. Low‐pressure areas over warm oceans give birth to hurricanes.

Select the best main topic:

Great whirling storms roar out of the oceans in many parts of the world. They are called by several names—hurricane, typhoon, and cyclone are the three most familiar ones. But no matter what they are called, they are all the same sort of storm. They are born in the same way, in tropical waters. They develop the same way, feeding on warm, moist air. And they do the same kind of damage, both ashore and at sea. Other storms may cover a bigger area or have higher winds, but none can match both the size and the fury of hurricanes. They are

h’ h k ll h

a) The atmosphere

b) Hurricanes

c) Oceansearth’s mightiest storms. Like all storms, they take place in the atmosphere, the envelope of air that surrounds the earth and presses on its surface. The pressure at any one place is always changing. There are days when air is sinking and the atmosphere presses harder on the surface. These are the times of high pressure. There are days when a lot of air is rising and the atmosphere does not press down as hard. These are times of low pressure. Low‐pressure areas over warm oceans give birth to hurricanes.

d) Pressure

e) Storms


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Turn and Talk



h’ h k ll h

a) The atmosphere

b) Hurricanes


d) Pressure

e) Storms



h’ h k ll h

a) The atmosphere

b) Hurricanes


d) Pressure

e) Storms


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Gradual Release of Responsibility/ Fading to Independence

1. I (the teacher) do the task alone; you watch.

2. We do the task together.

3. You do the task together; I help.

4. You do the task alone; I watch.

Gradual Release of Responsibility/Fading to Independence

1. I (the teacher) do the task alone; you watch ( d li )(modeling).

2. We do the task together ().

3. You do the task together; I help (cooperative/collaborative learning).

4. You do the task alone; I watch (independent practice).

Gradual Release of Responsibility/Fading to Independence

1. I (the teacher) do the task alone; you watch.

2. We do the task together.

3. You do the task together; I help.

4. You do the task alone; I watch.


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Informational Text: The Topic + Wh‐Word

… is a phrase that includes the subject and characterizes what the text says about the subject without summarizing itsubject without summarizing it

Select the best topic + wh‐word:


h’ h k ll h

a) How hurricanes are born

b) What hurricanes sound like earth’s mightiest storms. Like all storms, they

take place in the atmosphere, the envelope of air that surrounds the earth and presses on its surface. The pressure at any one place is always changing. There are days when air is sinking and the atmosphere presses harder on the surface. These are the times of high pressure. There are days when a lot of air is rising and the atmosphere does not press down as hard. These are times of low pressure. Low‐pressure areas over warm oceans give birth to hurricanes.

sound like

c) What hurricanes are called

d) When hurricanes occur

e) Where hurricanes take place

Select the best topic + wh‐word:


h’ h k ll h

a) How hurricanes are born

b) What hurricanes sound like earth’s mightiest storms. Like all storms, they

take place in the atmosphere, the envelope of air that surrounds the earth and presses on its surface. The pressure at any one place is always changing. There are days when air is sinking and the atmosphere presses harder on the surface. These are the times of high pressure. There are days when a lot of air is rising and the atmosphere does not press down as hard. These are times of low pressure. Low‐pressure areas over warm oceans give birth to hurricanes.

sound like

c) What hurricanes are called

d) When hurricanes occur

e) Where hurricanes take place


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Literature or Informational Text:The Central Idea

• … is a one‐sentence summary of the text

• … includes the topic and a succinct summary of what the text says about itof what the text says about it

Select the best main idea (central idea):

a) Hurricanes are great whirling storms that do damage, both ashore and at sea.

b) Hurricanes are storms that are born over the ocean when low pressure feeds them warm, moist i

Great whirling storms roar out of the oceans in many parts of the world. They are called by several names—hurricane, typhoon, and cyclone are the three most familiar ones. But no matter what they are called, they are all the same sort of storm. They are born in the same way, in tropical waters. They develop the same way, feeding on warm, moist air. And they do the same kind of damage, both ashore and at sea. Other storms may cover a bigger area or have higher winds, but none can match both the size and the fury of hurricanes They are earth’sair.

c) Other storms may cover a bigger area or have higher winds, but hurricanes are earth’s mightiest storms.

d) There are great whirling storms that are called by different names such as hurricanes, typhoons, and cyclones.

and the fury of hurricanes. They are earth s mightiest storms. Like all storms, they take place in the atmosphere, the envelope of air that surrounds the earth and presses on its surface. The pressure at any one place is always changing. There are days when air is sinking and the atmosphere presses harder on the surface. These are the times of high pressure. There are days when a lot of air is rising and the atmosphere does not press down as hard. These are times of low pressure. Low‐pressure areas over warm oceans give birth to hurricanes.


a) Hurricanes are great whirling storms that do damage, both ashore and at sea.

b) Hurricanes are storms that are born over the ocean when low pressure feeds them warm, moist i


h’ h k ll hair.

c) Other storms may cover a bigger area or have higher winds, but hurricanes are earth’s mightiest storms.

d) There are great whirling storms that are called by different names such as hurricanes, typhoons, and cyclones.

earth’s mightiest storms. Like all storms, they take place in the atmosphere, the envelope of air that surrounds the earth and presses on its surface. The pressure at any one place is always changing. There are days when air is sinking and the atmosphere presses harder on the surface. These are the times of high pressure. There are days when a lot of air is rising and the atmosphere does not press down as hard. These are times of low pressure. Low‐pressure areas over warm oceans give birth to hurricanes.


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ReferenceRossetti, Christina. “Who Has Seen the Wind?” Sing a Song of Popcorn: Every Child’s Book of Poems. Selected by Beatrice Schenk de Regniers et al. y gIllustrated by Marcia Brown et al. New York: Scholastic, 1988. (1893)(CCSS = Grades 2–3)

Who Has Seen the Wind?

Christina Rossetti

Who has seen the wind?

Neither I nor you;

But when the leaves hang trembling

The wind is passing through.


Neither you nor I;

But when the trees bow down their heads

The wind is passing by.



Neither I nor you;




a) Neither you nor I has seen the wind.

b) We know the wind is passing when the Who has seen the wind?

Neither you nor I;



leaves tremble and the trees bow.

c) The leaves hang trembling and the trees bow down their heads.


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Neither I nor you;




a) Neither you nor I has seen the wind.

b) We know the wind is passing when the Who has seen the wind?

Neither you nor I;



leaves tremble and the trees bow.

c) The leaves hang trembling and the trees bow down their heads.


• Select task.

• GIST procedure

Constructing the Central Idea

The GIST procedure


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The GIST Procedure

1. Show students the first part of a short text and have them summarize it in one sentence of X words.

2. Show students the first and second parts of the text and have them summarize them in onetext and have them summarize them in one sentence of X words.

3. Continue with the first three parts, then the first four.

X = 10 plus the grade (grades 2–7) (in 8–12, X = 18)

Great whirling storms roar out of the oceans in many parts of the world. They are called by several names—hurricane, typhoon, and cyclone are the three most familiar ones.

Great whirling storms roar out of the oceans in many parts of the world. They are called by several names—hurricane, typhoon, and cyclone are the three most familiar ones. But no matter what they are called, they are all the same sort of storm. They are born in the same way, in tropical waters. They develop the same way, feeding on warm, moist air.


15

Great whirling storms roar out of the oceans in many parts of the world. They are called by several names—hurricane, typhoon, and cyclone are the three most familiar ones. But no matter what they are called, they are all the same sort of storm. They are born in the same way, in tropical waters. They develop the same way, feeding on warm, moist air. And they do the same kind of damage, both ashore and at sea. Other storms may cover a bigger area or have higher winds, but none can match both the size and the fury of hurricanes. They are earth’s mightiest storms.

Great whirling storms roar out of the oceans in many parts of the world. They are called by several names—hurricane, typhoon, and cyclone are the three most familiar ones. But no matter what they are called, they are all the same sort of storm. They are born in the same way, in tropical waters. They develop the same way, feeding on warm, moist air. And they do the same kind of damage, both ashore and at sea. Other storms may cover a bigger area or have higher winds, but none can match both the size and the fury of hurricanes. They are earth’s mightiest storms. Like all storms, they take place in the atmosphere, the envelope of air that surrounds the earth and presses on its surface. The pressure at any one place is always changing. There are days when air is sinking and the atmosphere presses harder on the surface. These are the times of high pressure. There are days when a lot of air is rising and the atmosphere does not press down as hard. These are times of low pressure. Low‐pressure areas over warm oceans give birth to hurricanes.


• Select task.

• GIST procedure

• Group summary p y


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Literature or Informational Text:A Summary

• … is a condensation of the text’s content using a fraction of the number of words in the original

• is usually a paragraph or more in length• … is usually a paragraph or more in length


• Select task.

• GIST procedure

• Group summary• Group summary

• Main idea tree

Main Idea Tree


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Main Idea Tree

Main Idea Tree

Main Idea Tree


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Main Idea Tree Summary

Snakes are reptiles. Reptiles are cold‐blooded animals. Their body temperature is the same as the air temperature where they are. If they live i ld l th hib t i th i t tin cold places, they hibernate in the winter to stay warm. Other reptiles include crocodiles, lizards, and turtles.

Main Idea Tree1. Give students the text and tell them it is about one topic and that they will learn a lot of big ideas

and details about that topic.

2. Draw a tree diagram with a trunk and four or five main branches and have students draw a tree with that many main branches on a whole sheet of paper.

3. Write the topic on the trunk and have students write the topic on the trunks of their trees.

4. Have students read the text with you to what you have determined to be the first stopping point.

5. Ask students what they have learned so far. They will probably give you details. Help them come up with an idea that these details all relate to. Write this idea on one of the main tree branches and have students do the same. Draw smaller branches off the main branch and write the details they shared. Have students draw smaller branches and write details.

6. Continue to lead them through the text, stopping at the points where information about each main idea ends After each section have them tell you what they learned and help them constructmain idea ends. After each section, have them tell you what they learned and help them construct a main idea. Write the main idea on a main branch with the supporting details on smaller branches. Have students write main ideas and supporting details on their trees.

7. When you have finished the text, choose one of the branches and model how to write a paragraph summarizing that branch. Include information that fleshes out details as appropriate.

8. Have students choose one of the branches you didn’t choose and write a paragraph summary. Encourage them to flesh out the details as you did. When your students can write good paragraph summaries of one main idea, extend the writing so that they write a summary including paragraphs for each main branch. Have them write a short final paragraph to bring closure to their summary.

9. Do the first lesson or two as a whole group and then have students read and work together in trios or quartets. When your formative assessment tells you most students are able to construct main idea trees in small groups, give them a text and have them construct a tree by themselves.

CCSS Standards in a Main Idea Tree LessonReading Standard 2 (Informational)First: Identify the main idea and retell key details in a text (with prompting and support, K). Second: Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs in a text.Third: Determine the main idea of a text; recount the key details and explain how they support the main idea (summarize the text, fourth).Fifth: Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. W iti St d d 2Writing Standard 2: Write informative/explanatory texts in which they name a topic—supply some facts about the topic and provide some sense of closure (first)—use facts and definitions to develop points and provide a concluding statement or section (second.)Write informative/explanatory texts to examine a topic and convey ideas and information clearly (third, fourth, and fifth).Speaking and Listening Standard 1: Participate in collaborative conversations with diverse partners about grade‐level topics and texts with peers and adults in small and larger groups (K, first, and second).Engage effectively in a range of collaborative discussions (one‐on‐one, in groups, and teacher‐led) on grade‐level topics and texts, building on others’ ideas and expressing their own clearly (third, fourth, and fifth).


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• Select task.

• GIST procedure

• Group summary• Group summary

• Main idea tree

• Construct task.

Construct Task

1. Invite volunteers to suggest what they think are correct responses (a maximum of five); display these.

2. Have students use evidence and make an explanation for why different responses areexplanation for why different responses are right/best or not.

3. Have students choose the right/best response.4. Tell students which response you think is

right/best.5. Use evidence and make an explanation to

defend your choice.

Literature: Theme

• … is a one‐sentence summary of the implications of a text (its lesson, moral, message, etc.)

• is not text specific• … is not text specific


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ReferenceRossetti, Christina. “Who Has Seen the Wind?” Sing a Song of Popcorn: Every Child’s Book of Poems. Selected by Beatrice Schenk de Regniers et al. y gIllustrated by Marcia Brown et al. New York: Scholastic, 1988. (1893)(CCSS = Grades 2–3)

Who Has Seen the Wind?

Christina Rossetti


Neither I nor you;




Neither you nor I;



Trio, Write, Share


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• Select task

• Gist Procedure

• Group Summary• Group Summary

• Main Idea Tree

• Construct Task

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