| The ability to find the main idea and details is | | | | first that it is in fact the topic sentence) and have |
| critical for reading comprehension. Students of all | | | | your child make a prediction as to what the rest |
| ages read text and try to find the main idea and | | | | of the paragraph will be about. Then, have your |
| details to better understand what they are | | | | child tell you about the details (the other |
| reading. These skills not change a great deal from | | | | sentences in the paragraph). |
| the earliest elementary grades up to high school. | | | | 3. Once your child has mastered finding the topic |
| The only aspect that truly changes is the content. | | | | sentence in a paragraph, you can explain that |
| You can help your child find the main idea and | | | | topic sentences aren't always the first sentence in |
| details when reading at home, regardless of your | | | | a paragraph. You can find a non-fiction text and |
| child's age. | | | | look for paragraphs that contain the topic |
| 1. Pictures have a key concept. The main idea is a | | | | sentence in the second sentence or in the last |
| visual representation of the picture. The details | | | | sentence. It is probably easier to read with your |
| are also found in the picture. When reading a | | | | child and explain this concept when you come |
| story to your child, ask him/her what he/she | | | | across it. Also, have your child look for the details |
| thinks the picture is about. Also ask for supporting | | | | that support the main idea (i.e. the other |
| details (i.e. other items or actions in the picture). | | | | sentences). |
| 2. Like a picture, a paragraph has a topic sentence | | | | Have your child practice these reading strategies |
| which introduces the main idea. Read a paragraph | | | | in order to improve his or her reading skills. |
| with your child. Discuss the first sentence (check | | | | |