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Copy of Copy of Main Idea and Supporting Details

Examining the Main Idea and Supporting Details...
by

Sheridan Davis

on 18 March 2013

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Transcript of Copy of Copy of Main Idea and Supporting Details

Identifying Main Ideas What? Main Idea The main idea refers to the “who” and the “what” of the text.
The main idea is supported by text details that the author uses to prove his/her point. The main idea tells us what we should be learning from a text. WHAT? Supporting Details WHY? The main idea is supported by details in the text that the author uses to prove his/her point.
•Supporting details can be facts, explanations, descriptions, or clarifications.
•Supporting details are usually located around the main idea and within the first few paragraphs of the text. They will serve to clarify the main idea for the reader.
•The details may tell why, how, where, or when the main idea happened; or they may give more detail about the “who” or the “what.” But how do we do this?! 1. Find the main idea of the text.
2. Re-read the section of the text you utilized for the main idea.
3. Underline important details/ examples as you re-read.
4. Ask yourself: Do any of these details relate to my main idea? Do any of these examples better clarify the main idea for the reader? Do any of these details expand on the main idea to provide an answer or purpose?
5. Put a box around any details that answer one of the questions above.
6. Re-phrase these details in your own words. Write your name and a brief response to the following question on the piece of paper in the middle of your desk.“Education is the passport to the future, for tomorrow belongs to those who prepare for it today.” Write the main idea of this quote in your own words. How can this relate to your goals for the summer? DO NOW! •Good readers use supporting details and main ideas to write summaries of texts. •Good readers and writers identify details in the text that do not relate to the main idea. •Good readers use critical thinking skills to evaluate other writers’ paragraphs and are able to eliminate the sentences that do not support the thesis statement, or main idea of the text. Relevant and Irrelevant Details (1)Identifying details that support the given main idea.(2)Explaining how the details support the given main idea.(3)Distinguishing between details that support the conclusion those that don’t (relevant vs. irrelevant). Why? •Being able to identify irrelevant sentences from a paragraph goes to the heart of reading comprehension. As a good reader, you need to be able to evaluate – judge – other writing to make sure that all of the sentences support the thesis statement. If you are able to delete irrelevant sentences, you comprehend your reading. 1.Read the summary of the text. (We have previously read the actual text)
2.Underline the main idea based off the summary. Write main idea in graphic map.
3.Underline the supporting details in this text. Write supporting details in graphic map.
4.Circle any details that do not relate to the main idea of the text. 5.Strike through any details that do not relate.
6.Explain why details are relevant or irrelevant. Vocab review!
Irrelevant: not important, unrelated to the thesis statement
Relevance: how important something is to the thesis statement
Summarizing: general idea in a shorter form; how we take larger selections of text and shorten them to their main ideas and supporting details Which sentence from the article best supports the main idea of the passage?

a. “A few seconds left. The game teeters on these two free throws. The shooter gulps."
b. "He just likes being on the team, "says Matt's brother and coach, Joe.
c. "But Matt has already known hurting: being born with two permanently detached retinas; having his left eye removed in the fifth grade and the right in the sixth; being sent to a high school for the blind even though Matt aches to be treated normal.”
d. “She also dreads the day he comes home hurting.”

When summarizing the passage, which would be the least important detail to include?

a.“And then, for the first time in his life, he was going to be one of them.
b.Did that make Matt nervous? "Nah," he says. "I shoot 'em all the time!"
c.“Matt, a senior, had been on the St. Laurence CYO team for a year and never played in a game -- never expected to. "He just likes being on the team," says Matt's brother and coach, Joe.
d.In fact, they look like they'd prefer that he shoot straight into the hot dog table. Directions:
1. Working in your table groups.
2. Whoever is the oldest in the group is partner A.
3. Partner A: Read summary outloud to group. Use partner voice.
4. Partner B/C (other table members): Identify relevant and irrelevant details.
5. Partner A: Find the main idea. Paste into graphic map.
6. Partners B/C: Find relevant details. Paste into graphic map.
7. Whole table find irrlevant detail. Paste in graphic map.
8. Answer questions on bottom of graphic map. Partner B: writes the first answer, Partner C: writes the second answer. All group member contribute.
9. Share graphic maps. Main Idea Major Detail Major Supporting Detail Major Detail Minor Detail Minor Detail Minor Detail Minor Detail Minor Detail Minor Detail Minor Detail Minor Detail Minor Detail
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