Determining Importance through Music

One way to help determine the main idea is to look at the evidence that the author is giving us. We have been working a lot on how readers need to justify their responses and the details they deem as important. Today, I shared that it isn't some sort of guessing game between the author and reader. It is more of a treasure hunt to pick up the clues/support that the author "drops" for us as to what the Main Idea is.
We recognized that the most important details always support the main idea and that when these match we are able to clearly understand the text.

Once again, Tanny brings this concept to life in an out-of-the-box way through listening to music. I shared with the kids Dolly Parton's beautiful biosong "Coat of Many Colors". I shared with the kids that we can often find out the topic/main idea from the Title. We inferred that the topic was probably going to be A Coat. We also inferred that the Main Idea would have something to do with a coat, but would go much deeper.

Then, I gave them the mission of hunting for the evidence that our author, Dolly, left for us throughout the song that helps us find the Main Idea.

I had the kids listen to the song through once just reading the lyrics so they were familiar with the song. The second time, I challenged them to underline/circle the lines, stanzas, or phrases that they felt were IMPORTANT (noodles) to understanding the Main Idea.

They did SUCH an amazing job of being able to pick out what the main idea was based off of their text evidence. We agreed that, while to topic was A coat that her mother made her, the main idea was that Money does not buy happiness and that you don't have to have money to rich in life (especially those things that money just can't buy - love, family, comfort, security, etc.)

I also shared different evidence sentence stems to help guide them in their response to the text.

We talked about how it is very difficult to express your opinion and point of view about ANYTHING really without providing valid evidence to back it up. I think it is important to always remind students of those things that apply to things outside of the subject (this applies to math, science, social studies, etc) AND out side of the classroom (including conversations with others, proving a point, standing up for yourself or someone else, sharing an opinion, offering a suggestion, etc.)

Determining Importance Some More!

Last year, I posted a quick over view of some activities that I do to help my kiddos determine what is important, specifically in non-fiction text. However,  I just HAVE to share the learning that was happening in the classroom today while we were straining NOODLES from WATER.

If you are unfamiliar with Tanny McGregor's visual metaphor for this comprehension strategy, please check out my Determining Importance Post for more detail.

 After teaching the lesson and completing our notebook insert, I had the kids choose to read one of two non-fiction books on either Turtles or Ants. While they were reading, they looked for "noodles" (important facts and details) and "water" (interesting, but not important to the main idea) details. They text coded their "noodles" onto sticky notes. This was their MUST DO assignment during independent reading time.

After reading time, I had them meet in groups of 4, with similar books, to share their thinking/reading through Purposeful Talk. They shared their "noodles" with each other and discussed whether some of them were more "watery" then others. 

As I walk around monitoring and facilitating learning, I like to take notes of neat things I see groups do and say to each other, that way, at the end I can recognize these kids as well as reestablish what purposeful talk looks and sounds like. Please ignore my messy jotting! 

 Then, the groups worked together to create charts based off what they had agreed upon as "noodles" and "water" details.

Most of them did a great job at this and it really helped me see where some of their misconceptions from the lesson still were. For example, the group below did a good job of separating factual details from broader/big picture details, however, they have them placed under the opposite headings. Broader facts are generally the more important details that we want our brains to hang onto, while the statistical facts are great, and usually very interesting, they are not usually the focus of the main idea.

Stay tuned for more updates on how we are determining importance while reading! 

THINKING and TALKING about our Reading

This past week we have been focusing on THINKING about our reading. Utilizing lessons from Comprehension Toolkit and other wonderful resources on the internet including amazing notebook inserts from The Pinspired Teacher.
A big thing that the toolkit talks about is listening to your Inner Reader Voice. The kids are really getting good this and we have slowly begun the transition from thinking about our reading mentally to jotting our thinking down so that we can share.

 Students read and jotted down their thinking independently then shared together with the class. This is called READ. WRITE. TALK.

This week, we reviewed our thinking jots and why readers take time to write notes down to themselves. Then, we discussed what Purposeful Talk was. We have already done a few mini-lessons that break down a lot of these things like, SLANT (sit up, lean forward, act interested, nod for understanding, track the speaker), listening with intent, saying something meaningful/keeping the lines of thinking alive, so today was more a combination of all these things. 

I first gave a small description for each article they could choose to read. Then, students read the articles independently, jotting down their reactions, connections, and questions for the READ. THINK. part.

Once we were finished I had the kids reflect on one thing they learned (Content Response) and how talking with their group helped their understanding of the text (Process Response). THIS really helped me see how much they understood about the lesson and how they felt about the activity. Apparently, they got a lot out of it and like it! *happy dance*  

In other news, check out this kiddos killer shirt! If you were looking for Brownie Points buddy - you FOUND  them! ;0) 

Determining Importance in Reading

Moving along with our Reading Comprehension Work (shout out to Tammy McGregor's incredible book).

We have been focused on Determining Importance within the text through this semester. We have had a great time using non-reading activities to help us develop an understanding of this strategy before, and along with, applying it in our reading.

To introduce the subject I use the creative activity of having the kids look through my purse and determine the items that would be important if I were to go to the gym this afternoon. 

Then, I found THIS cute WS from iTeach 1:1 blog that we inserted into our reading notebooks and I had them go through THEIR backpacks to determine what were the VITALLY important items needed for a successful school day ... we found LOTS of "treasures" as we cleaned out looked through our bags.
TOPIC = Backpack
MAIN IDEA = Being successful at School (not on the way to or from school) 

I use Tammy's "Noodle Metaphor" (along with a notebook insert idea from Life in 4B blog) to help them remember the entire process ... since we are currently looking at figurative language, this worked out great in the discussion of what the noodles, water, combination, and strainer represented.

Anchor chart inspired by Life In 4B blog

In our guided reading groups, I have been using A-Z non-fiction books along with graphic organizers to help them practice finding the most important information for each section that helps them find the MAIN IDEA.
I gave THIS AMAZING MATH WORKSHEET (from iTeach 1:1 blog) to my partner teacher to help integrate "determining importance" into math.

MY LIFE Blending with SCHOOL (grin)

This week was my University Gymnastic Team's Home Show. As I was mournfully reminiscing watching, it got me thinking about another, unique way to help my kiddos remember "determining importance" ... I showed the kids a video of my old Collage Acro/Cheer Gymnastic team. It is a GREAT example of determining importance. The audience has to practice this strategy throughout the performance since there are many things happening, however, there are usually big center moves that you don't want to miss even thought there is a lot of other stuff going on. Another great example to show kids this strategy would be to show a circus routine under the big top - LOTS of audience determining of importance going on there! 

Southern Adventist University Gym-Masters (2012) (available on Youtube)

MY LIFE: 

Pictures from my University's Home Show 2013:

Hoop Routine 

Chairs Routine

Contortionist Routine

Pairs Silk Routine

Group Routine

All of this was such a HUGE part of my life throughout high school and collage (see my post Reminiscent Gymnast). I had bittersweet feelings as I went back and watched the final home show! Always sad to not be still in it but great to still feel apart of such an awesome program - and reunite with old teammates!