Determine Central Idea and Supporting Details

By (date), when given grade level text, (name) will write a summary of the... text's central idea with (3) supporting details as measured by a (teacher created rubric).
  • By (date), when given grade level text and a preview to the assignment, using a graphic organizer (name) will write a summary of the text's central idea with (3) supporting details as measured by a (teacher created rubric).
  • By (date), when given text at (name)'s independent level and a graphic organizer with the central idea already filled in, (name) will write a summary of the text's central idea with (3) supporting details as measured by a (teacher created rubric).
  • By (date), when shown a short film, (name) will illustrate a summary (eg. comic strip, poster) of the text's central idea with (3) supporting details as measured by a (teacher created rubric).

UDL Strategies About UDL

  • UDL I 2.4 Promote understanding across languages
    Instead of providing all text in English, some students may benefit from having text available in their native language first. Allowing students to read the literature twice, once in their native language, and once in English will augment comprehension.
  • UDL II 5.1 Use multiple media for communication
    Instead of students verbalizing their responses, some students may benefit from illustrating their summaries. They could do this in the form of a comic strip, graphic organizer or power point presentation.
  • Heighten salience of goals and objectives
    Instead of assigning the students the summary after reading the text, some students may benefit from understanding the entire assignment before beginning. Teachers can have students restate the goal of the assignment before beginning.

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Common Core Standards

6.RI.2 Key Ideas and Details
Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

Standard Staircase

Identify Main Idea in Read Alouds

By (date), when grade-level text is read aloud, (name) will verbally explain the main topic and retell (2) key details in (4 out of 5) trials as measured by teacher observation.

Main Topic and Retell Key Details

By (date), after reading grade level text, (name) will write 2-4 sentences describing the main idea and (3) key details in the text as measured by (teacher made rubrics and student work samples).

Main Ideas in a Multi-Paragraph Text

By (date), when given a multi-paragraph, grade level text, (name) will write (3-5 sentences) identifying the main idea of the text and the main topic of each paragraph with in (4 out of 5 trials) as measured by a (teacher-made rubric).

Key Details Supporting the Main Idea

By (date), after reading a grade level text, (name) will verbally identify the main idea, (3) key details, and describe in (2-3) sentences how the key details support the main idea in (4 out of 5) trials as measured by teacher observation.

Infer a Main Idea from Informational Text

By (date), after reading a grade level informational article with the main idea (e.g. topic sentence, topic paragraph, title, headings) removed, (name) will infer and verbally state the main idea using (1) complete sentence in (2 out of 3) trials as measured by teacher observation.

Summarize Text with Main Idea, Key Details

By (date), after reading a grade level text, (name) will write a summary of the text in (3-5 sentences) including the main idea, and an explanation of how (2) key details support the main idea as measured by a (teacher-made rubric).

Infer a Main Idea from Informational Text

By (date), after reading a grade level informational article with the main idea (e.g. topic sentence, topic paragraph, title, headings) removed, (name) will infer and verbally state the main idea using (1) complete sentence in (2 out of 3) trials as measured by teacher observation.

Summarize Text with Multiple Main Ideas

By (date), after reading a grade level text, (name) will write a summary of the text discussing (2) main ideas, and an explanation of how (2) key details support each main idea with (80% accuracy) as measured by a (teacher-made rubric).

Infer a Main Idea from Informational Text

By (date), after reading a grade level informational article with the main idea (e.g. topic sentence, topic paragraph, title, headings) removed, (name) will infer and verbally state the main idea using (1) complete sentence in (2 out of 3) trials as measured by teacher observation.

Determine Central Idea and Supporting Details Current Goal

By (date), when given grade level text, (name) will write a summary of the text's central idea with (3) supporting details as measured by a (teacher created rubric).

Development of Multiple Central Ideas

By (date), when given grade level text, (name) will write a summary of (2) of the text's central ideas with (3) supporting details for each that explain how the central ideas develop over the course of the text as measured by a (teacher created rubric).

Analyze the Relationship Between Central Idea and Details

By (date), when given grade level text, (name) will write a summary about the central idea of the text and analyze how (3) supporting details develop the central idea as measured by (teacher created rubric).

Analyze the Central Idea of Informational Text

By (date), after reading a grade-level informational text, (name) will write an organized, focused essay of (150-300) words that includes an introductory paragraph containing the title of the text, its author, and a thesis statement that states the central idea of the text; (3) body paragraphs that reference and provide commentary on specific details from the text that support the thesis; (3) relevant direct citations from the text that support claims; and a conclusion that states the lesson the author relayed to the audience, whether the lesson is relevant to the audience, and justification for the choice for (3 out of 4) texts.

Analyze Central Theme of Informational Text

By (date), after reading a grade-level informational text, (name) will write an organized, focused essay of (150-300) words that includes an introductory paragraph containing the title of the text, its author, and a thesis statement that states (2) central ideas of the text that are developed; (2) body paragraphs that reference and provide commentary on specific instances in the text that support the themes mentioned in the thesis; (1) body paragraph that explains how the two central ideas interact and built upon each other; (4) relevant, direct citations from the text that support claims; and a conclusion that states the lessons the author relayed to the audience, whether the lessons are relevant to the audience, and justification for the choice for (3 out of 4) texts.