Knowing the key points and supporting them Main idea and Details Knowing the key points and supporting them

Student Objective Identifying main idea will help me understand what a text is mostly about. 4 – describe main idea and details with a summary of the text 3 – identify stated and implied main ideas through the use of supporting details 2 – identify main idea or supporting details 1 – define main idea and supporting details

What is main idea? The main idea is the central idea in a piece of writing. It is what the author wants you to remember most. Identifying the main idea will help you understand what the writing is about.

How do I recognize a main idea? As you read through a passage, you must think as you read. Look for general versus specific ideas. Use the topic to lead you to the main idea. Use key words to lead you to the main idea.

Where can I most likely find the main idea? Your main idea can usually be found in the first sentence of a paragraph, but not always. It can be in the last sentence too. The details will build up to the main idea.

Implied main ideas Sometimes you will need to imply the main idea of a paragraph. You will be expected to infer the paragraph’s most important idea based on the clues throughout the paragraph.

The Main Idea Equation Determine the subject of the paragraph. + Think about what the author says about the subject. = Main Idea

Clues can be found in the… heading first sentence details last sentence

Combining what we know and what we read Making inferences Combining what we know and what we read

Making an inference will help me understand an author’s meaning Student Objective Making an inference will help me understand an author’s meaning 4 – use inferences to make connections with multiple texts 3 – make an inference by combining key points and what you know 2 – identify key points in a passage 1 – define inference

Making inferences You make a logical guess about meaning. Combine what you know with what you read to understand what is “between the lines” to figure out the author’s meaning. There are usually no right or wrong answers; we can come up with many different responses. However, you do need to be logical when making a guess at what the author is trying to tell you.

The Inference Equation Clues in the text Your background knowledge + Logic = Inference

Four Questions to Think About… What is my inference? This question helps you become aware that you may have just made an inference by filling in information that wasn't directly presented. What information did I use to make this inference? It's important for you to understand the various types of information you use to make inferences. This may include information presented in the text, or it may be background knowledge that you bring to the learning setting.

Four Questions to Think About… How good was my thinking? When you have identified the reason for which you've based your inferences, you can examine the validity of your thinking. Do I need to change my thinking? The final step in the process is for you to consider possible changes in your thinking. The point here is not to invalidate your original inferences, but rather to help you develop the habit of continually updating your thinking as you gather new information.

For example… If an author describes a character as red-faced, you can make the inference that the character is embarrassed. If a poem contains the words gloomy, tear-streaked, and heavy- hearted, you can infer that someone is sad. You don’t know these things for certain, but they make sense.

Make an inference using these pictures…