Whole Group Shared Reading Lesson Plan Template

Name: Erica Shelley

Date: 3/24/2015

Classroom Location/Teacher: Lynchburg/Hackney

Topic/Subject: Main Idea/Supporting details

Curriculum Standards
SOL(s): 3.5 The student will continue to read and demonstrate comprehension of fictional text and poetry.
f) Ask and answer questions about what is read.
g) Identify the main idea.
Essential Question(s):

How will I determine the main idea of the passage?

What are the supporting details?
How does recognizing and understanding the main idea and supporting details help me comprehend what the
author is trying to say?
Lesson Objectives: A statement or statements of what the students will be able to do as a result of the lesson. Need
to be observable and measurable.(ABCD format-audience, behavior, condition, degree)
The students will use main idea and supporting details to expand their understanding of a variety of texts.
Students will understand and use the strategies taught to understand main idea.

Students will listen to a story and identify the main idea and supporting details of the text.
Students will find 4 supporting details for the main idea of the text.

Assessment of Objectives: Describe how you will collect evidence that individual students have indeed met the
lesson objective(s). These need to be tied to the degree or criteria from your objectives.
Students will identify the main idea of each main idea bag by looking at the objects. (whole group)
Students will do a main idea sort at their seats. (individual but with support from teacher and peers)
Students will listen to the story then create a main idea table, with 1 main idea and 4 supporting details.
(individually)
BEFORE (Content, Viewing or Listening):
Teacher: Focusing attention, laying the groundwork, creating interest, sparking curiosity, students understand the
purpose the why (set a purpose, explicit explanation of expectations, modeling)
I will gather the students on the carpet with me, reminding them of the carpet rules such as no talking, sitting in
their designated spots, and also ask the students what the other rules are.
Next I will introduce our lesson and that we are going to be learning about Main Idea and supporting details. I
will ask the students if they know anything about main idea. I will then point to the paper chart that says Main
idea is the big idea or main point in a paragraph or story. To find the main idea, you must have supporting
details. Supporting details are like evidence, they help us understand the main idea.
I will pull out my 3 main idea bags. There is a sport bag, food bag, and Spongebob bag (they are obsessed
with Spongebob). Each bag contains 4 different items. As I pull each item out, students have to tell me what
the item is and what can you use it for. For example, with the sports bag, this is a football, you can throw it,
use it to make a touchdown and use it to play football. I will model one example for them. Once we take out all
the items, which I will have displayed in front of the students, we will then determine the main idea of each
bag, based off of the items and how students described them. We will do this for each bag.
Once we are finished with the bag activity I will send students back to their seats to do a main idea sort.
I will pass out already cut up sorts and give directions on sorting. I will review a few words that students may
not be familiar with like punt, fumble, referee. Students must sort the items into 3 different columns and then
identify the main idea of each column. I will be walking around monitoring student progress and ensuring
students are sorting the items correctly. If a student has misplaced an item under the wrong column I will get
them to correct it by prompting them with how does this item relate to those others? Do you think it fits better
in any other category?

Whole Group Shared Reading Lesson Plan Template

After students complete the sort, I will let 3 students share their 1 column each and what the main idea of each
column was. We will then move into our story The Night I followed my Dog.

Student: Strategies to obtain prior knowledge, similarities, connections, analogies, think about thinking
metacognition (discussing, organizing, writing, vocabulary)
By asking the students if they know anything about main idea and supporting details, this will give them a
chance to access their background knowledge and give me an idea of where the students are at.
Students will have a change to do a sort individually but can also check with their table buddy when unsure of
an item. (I will be monitoring this activity to also offer help).
Students will share the main idea they got from each column. They will share with their table buddy and I will
also have 3 students do each column.
Students will review the vocabulary before the story, then give me a thumbs up as I read the story if they hear
a vocabulary word.
Students will use their listening comprehension skills to help them with the main idea table activity. They will
complete the activity after we read the story together as a class.
DURING (Content, Viewing or Listening): Strategies for active engagement with new content, what are students
doing while reading, viewing, or listening? (set a purpose, modeling, discussing, organizing, writing, vocabulary)
I will have our chart displayed to remind students what main idea and supporting details are.
Right before I read the story The Night I followed the Dog, I will display vocabulary words, and review their
definitions.
Exotic- very interesting and mysterious
Obedience- obeying
Fumbling- moving around or feeling around
Appeared- to show up
Glamorous- stylish or fancy
I will tell the students to give me a silent thumbs up if they hear a vocabulary word as I read the story. I will
give explicit instructions so students know that it is to be done silently, and not to be used to distract their
classmates. I will also stop at the end of the sentences that contain a vocabulary word and replace it with a
student friendly definition as I read to reinforce the knowledge of the new words.
While I read the story, I will stop and ask questions to ensure student engagement. I will tell them they are
going to be my main idea and supporting details detectives and to do so they have to listen closely.
Students will be required to use their listening comprehension skills to help them complete the main idea table
activity.
AFTER (Content, Viewing or Listening): How will students apply new knowledge? How will students check their
understanding? How will students be prompted to reflect on what they have learned? How will students be prompted
to reflect on how they learned it?
Together as a class, we will discuss the story. We will decide as a class what the main idea was. Students will
then talk with their table buddies and come up with reasons why the main idea is what it is. I will then have
them share a supporting detail.
I will write student responses on the Blackboard. We will then refer back to our chart and ask ourselves if the
main idea we chose meets the criteria listed. We will do the same with the supporting details.
Students will then take the information discussed and create their main idea tables. I will give the students
explicit instructions that they are to write the main idea and supporting details before cutting out the table top
and legs. I will also read the directions on the cut out so they know how to glue the legs onto the table
correctly.
After everyone completes their main idea tables, I will have students share with their table buddy one thing
they learned about main idea, and I will call on a few students to tell me their partners response. (This helps
develop social skills since they have to listen closely to their partner).

Whole Group Shared Reading Lesson Plan Template

Rationale: Why teach this lesson in this way? Why give these objectives, are these the BEST strategies to choose
and use? Explain why this sequence of activities leads to cultivating the behaviors or performing the skills or displaying
the knowledge called for by the objectives.
The way I scaffolded the lesson gives students a chance to first review the concept, have me teach it explicitly, work
on a sort related to the topic, having their table buddies and their teacher as a resource, and then applying their new
knowledge to an activity after the story. The lesson and activities correlate with the objectives because students are
answering questions about the sorts and the story read and also applying their knowledge by identifying the main idea
and supporting details in the text read aloud.

Reflection
1. Why did you model this lesson? After meeting with the teacher, she told me that main idea was
something the students struggled with. It was something she had already taught, but asked me to do
another lesson on it to help the students better understand. I asked her how she introduced main idea,
what activities she used, etc., and based my lessons and activities off of what she had already done.
2. What instructional techniques did you choose for this lesson and why did you choose them? I
chose to re-introduce main idea by asking students what they already knew. It helped me see where the
students were by showing me what they already knew, and gave them a chance to share. Also, by doing
the main idea bags, it was a fun acitivity that got the students engaged in the lesson (especially the
spongebob bag). I also pulled vocabulary words and reviewed them with the students before reading,
along with stopping and asking questions while reading. After I read the story we talked as a class about
the main idea of the story, how we knew that, and what supporting details helped us figured that out. 0
3. Was there an important aspect of the lesson you hope the teacher understood? If so, what was it
and why was that so important? I really hope she took note of the incorporation of vocabulary, and that
read alouds are such a great opportunity for students to pick up on new vocabulary. Vocabulary is an
important part of comprehension and can improve so many areas- listening, speaking, reading and
writing.
4. How would you encourage the teacher to use or implement this technique into her instruction?
Vocabulary practice is an easy technique to incorporate into lessons. I would encourage her to be sure to
pre-read each text selection and pull the words that her students may have heard of, but may not know. I
would let her know, that by doing that, it not only helps the students know the words, but comprehend the
text better.
5. How would you continue to support this teacher in her instructional methods? I would check in with
her to see if she has seen student improvement. I will ask her if she has incorporated any new techniques
that are producing student success. Just by conversating and offering support in areas that she requests,
it would be supporting her.

Whole Group Shared Reading Lesson Plan Template

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