| Note: Before one begins showing children how to | | | | (Main Idea Of This Passage) How To Teach |
| pick out supporting details in an article make sure | | | | Supporting Details To Children |
| the child understands what "Main Idea" (Topic | | | | (Main idea of the first paragraph) |
| Sentence) is all about. | | | | I. Begin by explaining to the child: |
| Begin by explaining to the child: | | | | (Facts) |
| The topic sentence of a passage or paragraph | | | | A. The main idea of a passage or paragraph tells |
| tells us what it is about. Have them write a topic | | | | us what it is about |
| sentence about their favorite subject. (Note: One | | | | B. Have them write a topic sentence about their |
| of my students chose to write a letter to his | | | | favorite subject. |
| Congressman about a political issue that interested | | | | (Main idea of of second paragraph) |
| him (unusual but effective). As a "hands on | | | | II. This one sentence (Main idea of passage) does |
| learner" not many school studies interested this | | | | not give us all the facts and details to support |
| child, but he sure got into this activity because he | | | | your statement. |
| chose to write about his passion. Because my | | | | (Facts) |
| teaching adjusted to his natural tendencies, he | | | | A. Details are the bits of information that support |
| grasped the idea very quickly, and it was lots of | | | | the main idea |
| fun for both of us). | | | | B. They help others to understand the main idea |
| Next point out to the child that if that is all we | | | | or topic sentence |
| say it does not say enough. Discuss possible | | | | (Main idea of third paragraph) |
| ramifications of not saying any more than this | | | | III. Activity (adjust to child's level of capability) |
| one sentence. Continue explaining that this | | | | A. help the child write down some details that |
| sentence does not give us all the facts and details | | | | might support their topic sentence |
| to support their statement. Details are the bits of | | | | B. have them write their article. |
| information that support the topic sentence. They | | | | (Main idea of fourth paragraph) |
| give the reader a clear picture by describing how | | | | IV. Once they have completed their article have |
| something looks, sounds, smells, tastes, or feels. | | | | them: |
| They help others to understand the main idea or | | | | (Facts) |
| topic sentence. | | | | A. circle the main idea |
| Activity (adjust to the child's level of capability): | | | | B. underline supporting details |
| Now help the child write down some details that | | | | C. have the child circle main ideas and supporting |
| might support their topic sentence. (see example | | | | details with their favorite short stories or articles. |
| outline below). Once they have completed their | | | | (Main idea of fifth paragraph) |
| outline (or list for young children) have them write | | | | V. Children crave attention, and you want to |
| their article. (Note: for younger children I do not | | | | make sure they are craving success rather than |
| correct spelling, or grammatical errors while | | | | failure. |
| teaching this lesson because it discourages them, | | | | (Facts) |
| and defeats my purpose.) | | | | A. It is always important to give immediate |
| Once they have completed their article have | | | | feedback to the child |
| them circle the Main Idea, and then underline the | | | | B. Point out their mistakes, but place most of |
| supporting details for each paragraph. As a follow | | | | your emphases on their successes. |
| up, have the child circle main ideas and underline | | | | Notes: |
| supporting details with their favorite articles or | | | | 1. I did not add numerals under any of the letters |
| stories. | | | | in the outline because we are only seeking to |
| It is always important to give immediate | | | | teach supporting details of the main ideas within |
| feedback to the child. Don't wait until the next day | | | | this lesson. |
| after mistakes are repeated and reinforced in | | | | 2. In the Public School System these things |
| several activities. (This is not normally possible for | | | | (elements of reading) are taught to first graders. |
| teachers who have large classes, but parents can | | | | But it is not usually necessary or advisable to |
| give considerable help when they understand what | | | | teach these things so early in the Home School |
| to do. Try sharing this article with them.) Point out | | | | environment unless circumstances require it. For |
| the child's mistakes, but place most of your | | | | young children, I prefer using the method |
| emphases on their successes. I like to put a star | | | | explained in a previous article titled How to Teach |
| or a positive comment by the correct answers, | | | | Reading Comprehension. |
| and write "redo this" by the incorrect ones. | | | | 3. Younger children would not be expected to put |
| children crave attention, and you want to make | | | | their ideas in an outline format. They would make |
| sure they are craving success rather than failure. | | | | a list or a diagram in place of an outline. |
| Example For Parents/ Educators: | | | | |