Step 1

Introducing the Concept

Say, “Today we are going to learn how to find the main idea in a story.”

“The main idea is what a story is mostly about. It is the big idea. I am going to write three words down on the whiteboard. You are going to determine what the main idea of these words are.”

On the whiteboard, write the words:

apple, banana, orange

“What is the main idea?” (fruit) “The main idea is fruit. The words apple, banana, and orange are the details. Details support the main idea or help explain it. Let’s try another list of words. You are going to come up with the main idea.” 

On the whiteboard, write the words:

cake, candles, present

“What is the main idea?” (birthday) “What are the details that support the main idea?” (cake, candles, present)

“Now you write three supporting details on the whiteboard, and I have to guess what the main idea is.”

Continue taking turns. Here are some category ideas:

tools, insects, clothes, rocks, fish, etc…

Step 2

Main Idea and Supporting Details

Student Workbook Page 3

Put a Reading Marker at the end of Story #1

“Read this story out loud.” Wait for the student to read the entire story out loud. 

“What is the main idea of this story?” (new jacket) “With your pen, circle the main idea of this story.” Student will circle the words new jacket.

“Now with your pen, underline each supporting detail of the main idea. Remember, the details support the story. They should not be the author’s opinion or additional details.” (jacket is red and has white stripes, jacket is soft, jacket is thick)

“Now that you’ve figured out the main idea and the supporting details of the story, I want you to make up a title for this story. Write the title on the line.” Have student write a title for the story on the line.

Repeat with Story #2 and Story #3

Step 3

Reading a Story

Student Workbook Page 4: Nocturnal Creatures

“We are going to read a story about nocturnal creatures. In this story, we will learn what the word nocturnal means. We will also find the main idea of this story and three supporting details.”

Put a Reading Marker at the end of Paragraph 1

“Read the first paragraph out loud.” Wait for the student to read the paragraph. “In this paragraph, we learned the definition of the word nocturnal. What does the word nocturnal mean?” (sleeps during the day and is awake at night)  

Put a Reading Marker at the end of Paragraph 2

“Read the second paragraph out loud.” Wait for the student to read the paragraph. “How does the bat’s strong sense of smell help it?” (it can find fruits and flowers in the dark using its strong smell)

Put a Reading Marker at the end of Paragraph 3

“Read the third paragraph out loud.” Wait for the student to read the paragraph. “What did you learn about the raccoon in this paragraph?” (answers will vary)  

Put a Reading Marker at the end of Paragraph 4

“Read the last paragraph out loud.” Wait for the student to read the paragraph. “What is the reason why some scientists believe moths are attracted to artificial light?” (moths use the light to help them fly in a straight line)

“What is the main idea of this story?” (nocturnal creatures) “With your pen, circle the main idea of this story.” Wait for the student to circle.

“With your pen, underline three sentences that support the main idea in this story.” (bats are common nocturnal creatures, raccoons are nocturnal animals, most moths are nocturnal)

Wait for the student to underline the sentences. Point to the “fill in section” underneath the story.

“Write the main idea and three supporting details on these lines.”

Step 4

Main Idea Writing

On the whiteboard, draw a circle.

“Think of a person who is important to you. Tell me who that person is.”

In the circle, write the name of the person. (answers will vary)

ex: my mother

“Tell me a reason this person is important to you.” (answers will vary)

ex: she feeds me

Draw an arrow from the middle circle and write the student’s response at the end of the arrow.

“Tell me another reason this person is important to you.” (answers will vary)

ex: she helps me with my homework

Draw another arrow from the middle circle and write the student’s response at the end of the arrow.

“Tell me a final reason this person is important to you.” (answers will vary)

ex: she drives me to school

Draw a third arrow from the middle circle and write the student’s response at the end of the arrow.

Say, “The circle is the main idea and the arrows are the supporting details. You are now going to write a short paragraph about your important person.”

Give your student a sheet of paper. On the paper, have the student write a paragraph about this important person. Encourage the student to write at least four sentences in the paragraph and include a title. 

Extra Learning Activity

Picture the Main Idea

Read a story, any story. Have the student listen to the story. Give your student a large, blank piece of paper and some crayons or colored pencils. Read the story a second time and while you are reading, have your student draw a picture on their paper that shows what the story is about.