DECIDE WHAT'S IMPORTANT Strategy ~ 2

1. DECIDE WHAT'S IMPORTANT Strategy ~ 2

2. “Readers of nonfiction have to decide and remember what is important in the texts they read if they are going to learn anything from them.” ~ Harvey & Goudvis

3. Decisions about importance are based on… • The reader’s purpose • The reader’s schema for the text content - ideas most closely connected to the reader’s prior knowledge will be considered most important • The reader’s sense of the aesthetic - what he or she values or considers worthy or beautiful

4. STRATEGIES USED FOR DETERMINING IMPORTANCE Before reading, determine the purpose for reading.

5. Reading for a Purpose Students need to have an understanding of the purpose for reading and viewing particular texts before they begin. Teachers can assist students to clarify the purpose of reading by asking the questions: Why are you reading this text? Are you reading for enjoyment, to retell, to answer questions, to gain information?

6. Reading for a Purpose • Once a purpose for reading is established, students can be directed about which method of reading will best achieve that purpose. These methods for reading include: • skimming: reading to gain an overall understanding of the content of the text • scanning: reading to locate specific information • rereading: reading to confirm meanings and understandings and to clarify details.

7. Determining The Purpose For Reading ENGAGE STUDENTS IN THE PURPOSE FOR READING 1. Establish one clearly stated purpose - Forexample, “Read pages 283-285 to find out what a tide pool is.” 2. Model and directly teach students how to read for the stated purpose.

8. “It is critical to support learners through the learning process and gradually release responsibility to them.” Keene & Zimmerman - Mosaic of Thought Independent Application Independent Practice Guided Practice Teacher Modeling

9. Teacher Modeling Teachers should model thinking aloud about their own process of determining importance during reading.

10. Guided Practice In small or large group mini- lessons, students are invited to share their thoughts about what is important.

11. Independent Practice Students may work individually, meet in small groups, or work in pairs to compare ideas about what is most important in text and how they came to that conclusion.

12. STRATEGIES USED FOR DETERMINING IMPORTANCE Finding the Main Idea

13. Main Idea Main idea refers to determining what is important. Main idea is often confused with topic.

14. Main Idea is Difficult for Two Reasons

15. Most main ideas are implied and are not directly stated by the author. Main idea is difficult. • Must be determined by using the sum of the information provided • Requires the reader to think about several pieces of information at once

16. Main idea thinking is tentative. Readers alter their thinking as they encounter new information later in the text. Main idea is difficult.

17. Five SECRETS TOFIGURINGOUT MAIN IDEA • Rereading what the author has written and thinking about what the author wants us to understand is most important. Put yourself in author’s place. • Examine the words and phrases (the details) for clues to what is important. 17

18. Five SECRETS TOFIGURINGOUT MAIN IDEA 3. Ask questions about what, in your experience (schema), the combined clues seem to say about what is valued. 4. Decide what the main idea is by saying, “If I had written this and said things this way, what would that say about what I thought was important?” 5. Remember your purpose for reading. 18

19. Five SECRETS TOFIGURINGOUT MAIN IDEA - SUMMARY • Reread(#1 strategy independent readers use when something stumps them in the text.) • Read to find the clues • Put the clues together • Put yourself in the author’s place to figure out the main idea. • Remember your purpose. 19

20. NonFiction Text Conventions Features that Signal Importance

21. NonFiction Features “We must teach our students what nonfiction is. Teaching our students that expository text has predictable characteristics and features they can count on before they read allows them to construct meaning more easily as they read.” ~ Debbie Miller

22. NonFiction Features • Labels • Captions • Comparisons • Graphics • Maps • Fonts and Effects • Table of Contents • Index • Glossary • Appendix

23. Another idea to help students

24. Graphic Organizer (2 Column Notes) Ladder Material Main Idea Supporting Details Different ladders should be used for different applications OR • Aluminum is strong, light, and non-corrosive, but conductive of electricity • Wood is nonconductive if kept clean and dry, but heavy and susceptible to rot • Fiberglass is strong and non-conductive You should consider your purpose and application when choosing a ladder

25. What does Determining Importance look like in my classroom? • FIRST and Second DAY – Teacher gives students the reading assignment and explains the purpose for reading. • Teacher reads aloud. Students read text silently along with teacher for 5 minutes. Teacher modelshis/her own determining importance in the reading assignment for students.

26. What does Determining Importance look like in my classroom? First and Second Day Modeling Example • Let’s look at the title and the paragraphs. • To decide what is most important (the main idea), I first have to get “inside the author’s head” or put myself in the author’s place to decide what the author values or considers important.

27. What does Determining Importance look like in my classroom? First and Second DayModeling • I reread the sentences and try to decide how the author is feeling. • I look for details or clues such as “aluminum ladders aren’t good around electricity” and “wooden ladders are heavier and susceptible to rot” to help me know what the author thinks is important.

28. What does Determining Importance look like in my classroom? First and Second DayModeling • When I combine these detail or clues with my own experience of painting my gutters and painting my ceilings , I decide what all these words have in common; all the words seem to convey the idea that different jobs require different ladders. • With teacher’s direction, students fill in graphic organizer for main idea and supporting details.

29. What does Determining Importance look like in my classroom? • THIRD DAY – Teacher gives students the reading assignment and explains the purpose for reading (guided practice). • Teacher and students read text silently for 5 minutes, and teacher asks students for details or clues that help them know what the author thinks is important. • As students offer examples, with the teacher’s direction, the class fills in the graphic organizers for supporting details.

30. What does Determining Importance look like in my classroom? Guided PracticeThird day continued • Teacher asks students to combine the details or clues with their own experience to decide what the author’s main idea is. • As students offer examples, with the teacher’s direction, the class fills in the graphic organizers for main idea.

31. What does Determining Importance look like in my classroom? • Teacher gives students guided practice by following the Third Day format through the week ending 3/17/06.

32. What does Determining Importance look like in my classroom? • From 3/20 to 3/30 – Teacher gives students independent practice. Teacher gives students the reading assignment and students determine purpose for reading.

33. What does Determining Importance look like in my classroom? Independent practice • Students maintain 5 minutes of silent reading. • Students write supporting details and main idea on graphic organizer. • Teacher asks for supporting details and main idea and discusses answers with class. Students may correct graphic organizers.

34. What does Determining Importance look like in my classroom? • TWICE A WEEK - • Teacher gives students the reading assignment. • Students sustain 5 minutes of silent reading. • Students fill in graphic organizers. • The teacher asks for main ideas and supporting details. • A system of distribution and collection of graphic organizers is in place.

35. DECIDE WHAT'S IMPORTANT