Main Idea, Theme, and Details

Content Module

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Main Idea, Theme, and Details
Content Module

July 2013

5
Table of Contents
Plot the Course ............................................................................................................... 7
Time for Take Off ............................................................................................................ 8
Floating on Air ............................................................................................................... 10
Main Idea PowerPoint ................................................................................................... 13
Theme PowerPoint ........................................................................................................ 20
Sharing the Sky ............................................................................................................. 30
Prepare for Landing....................................................................................................... 33
Main Idea, Theme, and Supporting Details Assessment ............................................... 37
Main Idea, Theme, and Supporting Details Assessment Key ........................................ 39
General Education ELA Lesson Plan: Main Idea .......................................................... 41
General Education ELA Lesson Plan: Finding the Main Idea ........................................ 43

Main Idea and Theme Content Module, July 2013 6

Plot the Course

The rationale
Whether reading a story, a content area text book, a comic, or a poem, the ability to
determine the main idea, theme, and supporting details is a lifelong skill readers use to
foster higher level thinking and deeper comprehension.

Module Goal
The goal of this module is to provide detailed information on determining the main idea
and theme using supporting details of a text to teachers of students with disabilities at
the elementary and middle school level. This module aims to provide teachers with a
general overview of these concepts as well as teaching suggestions so that a teacher
can begin to plan instruction for these concepts. Additionally, this module provides
instructors with potential adaptations and modifications to consider when designing
materials and instruction for students with severe disabilities.

Module Objectives
After viewing the content module, teachers will:

1. Develop a deeper understanding of determining main idea, theme, and

supporting details as proficient reader strategies.
2. Learn instructional strategies for teaching students how to determine main idea
and theme and find supporting details when reading to enhance comprehension.

This module is organized using the following sections: Time for Take Off, Floating on
Air, and Prepare for Landing. Key vocabulary is provided in the “Time for Take Off”
section of the module. Connections to the Common Core State Standards and
PowerPoint presentations containing information and instructional suggestions for
teaching about main idea, theme, and details are shared in the “Floating on Air”
component. In “Prepare for Landing”, strategies to review, reinforce, and apply main
idea and theme to real world connections are provided.

Main Idea and Theme Content Module, July 2013 7

Time for Take Off

Understanding the vocabulary used when learning about

main idea, theme, and details is important for both teachers and students in planning
and implementing reading lessons. As a teacher, knowing and using the terms not only
ensures your instruction stays true to the content, but will also help with collaborating
with other reading teachers or literacy experts. When choosing which vocabulary to
teach, it is most important that the teacher selects the most salient, important, or most
frequently used vocabulary for each lesson.

Below you will find a list of vocabulary related to this module. It may or may not be
necessary to provide instruction for all terms as students may have learned them
previously. If you are a secondary teacher and are not confident your students have
been taught these vocabulary terms, you may want to review and teach those unknown
terms during the focus and review section of your lesson plan.

While providing vocabulary instruction, you may consider including pictures or objects to
make the instruction more concrete for students with disabilities (See Ideas to support
vocabulary learning below).

Vocabulary

 summary – containing the key points or big idea

 main idea – the most important idea in the text
 details – specific smaller elements that are part of a larger work
 key word – essential or significant words related to the text
 relevant – has significant importance
 irrelevant – not important or related
 characters – person/persons in a story
 setting – place where the story happens
 plot – sequence of events involving characters in conflict situations
 point of view – perspective from which the story is told
 theme – moral or big idea of the story
 inference – a conclusion or opinion that is formed based on facts or evidence
 context clues – words and sentences within a text that provide additional
information

Main Idea and Theme Content Module, July 2013 8

Idea to support vocabulary learning
Use visual representations or actions to explain main idea, theme, and supporting
details and their terms. For example, the following images may be shared to teach
some common ‘themes’.

This image might be used to

represent “teamwork” or
“determination.”

This image might be used

to represent “brave,”
“courage” or “challenges.”

Main Idea and Theme Content Module, July 2013 9

Floating on Air

Before you can begin teaching your students about main idea, theme, and supporting
details, it is important that you first have a deep understanding of the information. Some
of the concepts may be familiar to you. Below is a list containing Standard R.L.2, R.I.2,
R.L.9, and R.I.9 from the Common Core State Standards for grades K-8. You will also
find a series of PowerPoint presentations containing information, examples, and
instructional suggestions for teaching main idea, theme, and supporting details below
the chart.

ELA Common Core State Standard 2 and 9: Main Idea, Theme, and
Details - Grades K-8
K RL.2.With prompting and support, retell familiar stories, including key details.
RI.2. With prompting and support, identify the main topic and retell key details of a text.
RL.9. With prompting and support, compare and contrast the adventures and experiences
of characters in familiar stories.
RI.9. With prompting and support, identify basic similarities in and differences between
two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
1 RL.2. Retell stories, including key details, and demonstrate understanding of their central
message or lesson.
RI.2. Identify the main topic and retell key details of a text.
RL.9. With prompting and support, compare and contrast the adventures and experiences
of characters in familiar stories.
RI.9. Identify basic similarities in and differences between two texts on the same topic
(e.g., in illustrations, descriptions, or procedures).
2 RL.2. Recount stories, including fables and folktales from diverse cultures, and determine
their central message, lesson, or moral.
RI.2. Identify the main topic of a multiparagraph text as well as the focus of specific
paragraphs within the text.
RL.9. Compare and contrast two or more versions of the same story (e.g., Cinderella
stories) by different authors or from different cultures.
RI.9. Compare and contrast the most important points presented by two texts on the same
topic.
3 RL.2. Recount stories, including fables, folktales, and myths from diverse cultures;
determine the central message, lesson, or moral and explain how it is conveyed through
key details in the text.
RI.2. Determine the main idea of a text; recount the key details and explain how they
support the main idea.
RL.9. Compare and contrast the themes, settings, and plots of stories written by the same
author about the same or similar characters (e.g., in books from a series).
RI.9. Compare and contrast the most important points and key details presented in two
texts on the same topic.

Main Idea and Theme Content Module, July 2013 10

4 RL.2. Determine a theme of a story, drama, or poem from details in the text; summarize
the text.
RI.2. Determine the main idea of a text and explain how it is supported by key details;
summarize the text.
RL.9. Compare and contrast the treatment of similar themes and topics (e.g., opposition of
good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional
literature from different cultures.
RI.9. Integrate information from two texts on the same topic in order to write or speak
about the subject knowledgeably.
5 RL.2. Determine a theme of a story, drama, or poem from details in the text, including how
characters in a story or drama respond to challenges or how the speaker in a poem
reflects upon a topic; summarize the text.
RI.2. Determine two or more main ideas of a text and explain how they are supported by
key details; summarize the text.
RL.9. Compare and contrast stories in the same genre (e.g., mysteries and adventure
stories) on their approaches to similar themes and topics.
RI.9. Integrate information from several texts on the same topic in order to write or speak
about the subject knowledgeably.
6 RL.2. Determine a theme or central idea of a text and how it is conveyed through
particular details; provide a summary of the text distinct from personal opinions or
judgments.
RI.2. Determine a central idea of a text and how it is conveyed through particular details;
provide a summary of the text distinct from personal opinions or judgments.
RL.9. Compare and contrast texts in different forms or genres (e.g., stories and poems;
historical novels and fantasy stories) in terms of their approaches to similar themes and
topics.
RI.9. Compare and contrast one author’s presentation of events with that of another (e.g.,
a memoir written by and a biography on the same person).
7 RL.2. Determine a theme or central idea of a text and analyze its development over the
course of the text; provide an objective summary of the text.
RI.2. Determine two or more central ideas in a text and analyze their development over
the course of the text; provide an objective summary of the text.
RL.9. Compare and contrast a fictional portrayal of a time, place, or character and a
historical account of the same period as a means of understanding how authors of fiction
use or alter history.
RI.9. Analyze how two or more authors writing about the same topic shape their
presentations of key information by emphasizing different evidence or advancing different
interpretations of facts.
8 RL.2. Determine a theme or central idea of a text and analyze its development over the
course of the text, including its relationship to the characters, setting, and plot; provide an
objective summary of the text.
RI.2. Determine a central idea of a text and analyze its development over the course of
the text, including its relationship to supporting ideas; provide an objective summary of the
text.
RL.9. Analyze how a modern work of fiction draws on themes, patterns of events, or
character types from myths, traditional stories, or religious works such as the Bible,
including describing how the material is rendered new.
RI.9. Analyze a case in which two or more texts provide conflicting information on the
same topic and identify where the texts disagree on matters of fact or interpretation.

Main Idea and Theme Content Module, July 2013 11

Deepen your understanding. Click on each PowerPoint below.

[Insert Main Idea and Theme Power points here]

Great! Now that you have viewed the PowerPoint presentations, the next section will
provide some ideas to consider when planning for Universal Design for Learning.

Main Idea and Theme Content Module, July 2013 12

What is Main Idea?

• The main idea is what the paragraph is

mostly about. All the sentences are joining
together to give the reader a message.
• Sometimes the main idea is directly stated
within the passage. Other times, it is
inferred, which means the reader has to
"read between the lines" and figure it out
on their own.
Why Teach Main Idea?

• When the main idea is present at the

beginning of a text, it alerts the reader to
upcoming information.
• It provides the reader with a framework for
understanding and recalling the important
ideas in the text.
• Learning how to identify the main idea will
help readers remember what they read and
improve their comprehension.
Teaching Main Idea

• Begin by identifying the main idea at the

sentence level, then practice with a
paragraph, and finally with an entire
selection.

• Teach students that main idea is

sometimes expressed as a topic sentence
usually found in the beginning of the text.
Teaching Main Idea Continuum
1. Identify the key words of a sentence
2. Identify key words or topic of a paragraph
3. Identify the topic sentence of a paragraph
4. Recognize the explicitly stated point of a
paragraph
5. Infer the main idea of a paragraph
6. Recognize the relationships among ideas
in related paragraphs in longer selections
7. Infer relationships among ideas in related
paragraphs in longer selections
How to Identify Key Words
• Mastery of identifying key words at the sentence level is
essential in order for students to move on to larger bodies of
text.
• Begin at the sentence level to identify key words:

The small pig was frightened by the big, bad wolf.

• "What is the sentence about?" - It is about a small pig.

• “What about that small pig?” - It is frightened by the wolf.

• Once mastery at the sentence level is achieved, move on to

identifying key words of a paragraph. Model how to highlight
important words and discuss their meaning within the
paragraph.
Your Turn!

Now ask yourself:

• What is main idea?

• What is the best way to begin

teaching students to find the main
idea?
Check for Understanding

• What is main idea?

– The main idea is what the paragraph
is mostly about.

• What is the best way to begin

teaching students to find the main
idea?
– Begin by identifying key words at the
sentence level.
What is theme?

• Central and underlying meaning of the

story.

• Big idea the author wants the reader to

take away from the text - writer’s view of
the world or a revelation about human
nature.
 Common Themes found in Literature

http://www.scholastic.com/teachers/sites/default/files/images/blogs/81/6a00e54faaf86b8833014e5f3f9f99970c
How to Find the Theme
• It is common for stories to have multiple
themes.
• Theme can be stated explicitly or implicitly.
For example, fables explicitly state the theme
at the end.
• Unlike the main idea, the theme can often be
found at the conclusion of the story.
• Most often, readers have to infer the theme
based on… character traits, motivations,
actions, emotions, and values.
Teaching Theme

• Double Entry Journal

• Story Quilts
• Herringbone Graphic Organizer
Double Entry Journals
• Open ended tools that can be used in
numerous ways.
• To encourage students to consider theme
and evidence from the text, have them
record the them in the left column with
evidence from the text to support it in the
right column.
Evidence From the
Theme
Text (with page #)
Story Quilts
• Determine the theme of the story through
symbolic drawings.
Procedure:
1. Have students select a quote or write their
own to demonstrate the theme of the story.
2. They then make a symbol to represent the
quote.
3. Using these symbols and quotes, the
students will make a quilt square on paper
or cloth.
4. After all the squares are completed,
assemble the quilt on a bulletin board or into
the quilt (if using cloth).
Herringbone Graphic Organizer

• Provide students with a framework for

making decisions about main ideas and
important supporting details in text.
Sample Questions about Theme
• What message did you take away from
reading this text? Which clues helped you
determine this theme?
• Which passage in the text is most significant?
Why?
• How does the changes the main character
undergoes help you determine the message
of the book?
• What affected your interpretation of the
theme the most: the plot, the characters, the
setting?
Your Turn!

Now ask yourself:

• What is theme?

• What is a strategy for teaching

students to find the theme when
reading?
Check for Understanding

• What is theme?
– The central and underlying meaning of
the story.

• What is a strategy for teaching

students to find the theme when
reading?
– Double Entry Journal
– Story Quilts
– Herringbone Graphic Organizer
 Sharing the Sky
UNIVERSAL DESIGN FOR LEARNING
Visual Impairment or Physical Impairment: Lacks Basic Concepts Motivational/ Attention
Deaf/Blind Little/ No Hand Use Issues
Representation Use a talking device such Student scans an array of Use appropriate and Use motivating objects and
as an avatar; use large possible options and uses a accessible text. Rewrite topics to determine the
print text, raised text or switch to select the correct text to simplify plot and main idea, theme, and
Braille, use objects and answer when asked a details. Include additional details (i.e., puppets or
images to represent the question pertaining to a images and illustrations to student’s favorite character,
main idea or theme; use given text; use computer help convey the meaning animal, etc.). Incorporate
online tools to create representation of key of the text. Provide technology including
graphic organizers (i.e., aspects of the text that can students with graphic computer representations,
Readwritethink.org); Use be manipulated with switch; organizers and sentence videos, animations, and
picture cards and graphic place key aspects of the text starters. Highlight key talking avatar. Allow
organizers to sort key on a slant board or eye gaze words within the context students to self-select text
aspects of the text board; create an exercise in of the print. of interest.
including key words (i.e., the classroom that the
character, setting, etc.). student can walk or ride in
wheelchair to find the main
idea or theme in the text.
Expression Student states answer; use Uses a switch to indicate Student selects pre-made Have students find the
voice output devices for correct answers; uses an cards with key ideas from main idea, theme, and
student to select the correct eye gaze board to select the text versus writing details with images,
answer; teach tangible answer; uses a blink them; selection of correct drawing, interactive
symbols for key phrases response to select answer; answer is done after a computer programs, etc.
(i.e., characters’ phrase questions so that model; student answers
feelings/actions, setting, they require a “yes/no” “yes/no” questions.
problem, theme, etc.) response, these can easily
be answered using an eye
gaze, head turn, two
switches, etc.

Main Idea and Theme Content Module, July 2013 30

 Visual Impairment or Physical Impairment: Lacks Basic Concepts Motivational/ Attention
Deaf/Blind Little/ No Hand Use Issues
Engagement Teach students to use their Use bright colors to call Student uses websites Create games in which
hands to scan objects; use attention to key words; use a and listening centers that students interact with
talking avatars or read computer with AT where the read aloud text. Use bright partners to find the main
aloud of text; start with student can click to answer; colored stickers or sticky idea, theme, and details
simple, large print text and use cards that are large notes to mark key words using cards with images.
online interactive text; use enough to accommodate the within text. Use puppets, Create stories and text that
text featuring topics and movements that the student objects, and picture cards involve the students and
characters that are familiar is able to make; pair student to find the main idea, their personal interests and
and reinforcing to students. with another student without theme and supporting experiences.
a physical impairment and details in the text.
have them work together to Explicitly model using
find the main idea, theme, think alouds along with
and supporting details of the visual images and actions.
text.

Main Idea and Theme Content Module, July 2013 31

 Concept Map

Detail

Main Idea Detail

Detail

Main Idea and Theme Content Module, July 2013 32

Prepare for Landing

Below you will find ideas for linking main idea, theme, and supporting details to real-
world applications, the college and career readiness skills addressed by teaching these
concepts, module assessments for teachers, sample general education lesson plans
incorporating Universal Design for Learning framework, blog for teachers to share their
ideas, and a place to upload and share lesson plans from teachers who completed this
module.

One way to help assist in a special educator’s development within this curricular area is
through collaboration with other teachers in your building. Often these skills are
practiced outside of an ELA classroom in other curricular areas as well as during
everyday tasks. Some activities with real world connection include:

 Associate the skills of main idea, theme, and supporting details to wide range of
reading and real world texts. This allows the students to apply the learning to real
reading experiences. This supports students’ meaning making process and will
increase their reading comprehension.
 Students can also practice main idea, theme, and supporting details skills when
discussing TV shows, movies, video games, sports, etc.

In addition to the real-world applications of these concepts, skills taught within this
content module also promote the following college and career readiness skills.

Communicative competence
Students will increase their vocabulary to include concepts related to “main idea,”
“theme” and “inferencing.” Specifically, they will learn to use language such as, “I am
thinking…” “The main idea of the text is…” and “Supporting details include…”

Fluency in reading, writing, and math

Students will have opportunities to increase their fluency and comprehension as they
develop their abilities to determine main idea, theme, and supporting details. By having
stronger proficiency with main idea, theme, and supporting details, students will be able
to process text more strategically and at a more fluent pace. They will also understand
the text in greater depth.

Age appropriate social skills

Students will engage in peer groups to determine the main idea, theme, and supporting
details of a range of texts.

Main Idea and Theme Content Module, July 2013 33

Independent work behaviors
Students will engage in independent reading. They will have increased opportunities to
practice finding the main idea, theme, and supporting details in the real-life reading
context.

Skills in accessing support systems

At times, students will need to ask for assistance to complete activities related to “main
idea,” “theme” and “supporting details” which will give them practice in accessing
supports. Students will gain practice asking for help with reading a range of diverse text
as needed. They can ask a peer to complete the physical movements of the tasks they
are not able to do themselves. Be sure to teach students to ask versus having items or
supports automatically given to them.

In addition to collaborating with other educational professionals in your building, the

following list of resources may also help provide special educators with ideas for
activities or support a more thorough understanding of the concepts presented in this
content module.

Suggested Children’s Literature with an Emphasis on Theme

Smoky Night by Eve Bunting
Fly Away Home by Eve Bunting
The Other Side by Jacqueline Woodson
Number the Stars by Lois Lowry

Additional Resources
http://my.hrw.com/nsmedia/intgos/html/igo.htm – This site provides a variety of graphic
organizers on main idea and details to help students organize their thoughts.
Organizers are available in PDF format and each organizer has teaching notes and
lesson ideas attached.

http://www.readinglady.com/mosaic/tools/Madison%20DI%20documents.pdf – This
document gives teachers examples for how to determine important ideas and relevant
details from a text. Text frames, vocabulary signal words, and other comprehension
strategies are included.

http://www.brainpopjr.com/readingandwriting/comprehension/mainidea/grownups.weml
– This site provides teachers and parents with different activities to teach main idea and
videos for students to learn how to find the main idea and important details.

http://www.youtube.com/watch?v=u230G2FPua8 – This song was created and sang by

a teacher to teach her students about main idea. It is sung to the popular Justin Bieber
song, “Beauty and the Beat.”

Main Idea and Theme Content Module, July 2013 34

References
http://www.readingrockets.org/article/21160/ – This article discusses how to effectively
teach metacognitive strategies to enhance students’ comprehension. The article
provides research and practical application strategies to teach vocabulary, main idea,
and details.

http://www.learner.org/workshops/teachreading35/pdf/Qs_struggling_readers.pdf – This
article from the Reading Teacher addresses teachers’ questions and concerns related
to helping struggling readers based on an informal study and teacher survey. The article
provides strategies for comprehension, testing, classroom management, motivation,
and family involvement.

Beers, Kylene. (2003). When kids can't read: What teachers can do. Portsmouth, NH:
Heinemann.

Harvey, S., & Goudvis, A. (2007). Strategies that work: Teaching comprehension for
understanding and engagement (2nd ed.). Portland, Me: Stenhouse

Chapter ten focuses on how to determine important information in non-fiction

texts. Authors provide ideas and student examples for how to determine key
topics, important ideas, and supporting details.

Module Assessments
Insert Assessment here

Sample General Education lesson plans

Insert Main Idea Lesson with UDL

http://www.readingrockets.org/strategies/reading_guide/ – This article provides an

outline for how to use reading guides to help students find the main idea and better
comprehend the text.

http://www.readwritethink.org/classroom-resources/lesson-plans/exchanging-ideas-
sharing-journals-1054.html?tab=4#tabs –This lesson shows how to use shared dialogue
journals for students to interact with one another and respond to different texts. This
strategy helps students increase their comprehension of the reading through writing and
corresponding with their peers.

http://www.scholastic.com/teachers/top_teaching/2011/02/helping-students-grasp-
themes-in-literature – This article provides a list of common themes in literature and
lesson ideas for using picture books to explore finding “THE MESSAGE” to help
students remember that the theme is the message.

Main Idea and Theme Content Module, July 2013 35

http://www.liketoread.com/Resources/Visualize%20Main%20Idea.pdf – This activity
helps students visualize the main idea through sketching. Sketching will help show
students how the main event will be the most important idea or main idea.

Have an idea: Upload the lesson plans you’ve created here

Insert link for teachers to upload lesson plans

Teacher’s Corner: Blog with other teachers

Insert forum or blog for teachers to share ideas

Adapt the following general education lesson plan; adapt, and upload. These lesson
plans may be shared with higher education professionals developing strategies to
provide meaningful academic instruction in ELA to students with severe disabilities.

Insert Main Idea Up for the Challenge Lesson

Insert link for teachers to upload lesson plans

Main Idea and Theme Content Module, July 2013 36

Main Idea, Theme, and Supporting Details Assessment
True or False

1. The main idea is what the paragraph is mostly about. TRUE FALSE

Correct feedback: Yes, this answer is true. The main idea is what the paragraph is
mostly about.

Incorrect feedback: Nice try! This answer is true. The main idea is what the paragraph is
mostly about. Please review the Main Idea PowerPoint.

2. The main idea is always directly stated in the beginning of a text. TRUE FALSE

Correct feedback: Yes, this answer is false. The main idea is not always directly stated
in the beginning of the text. Sometimes readers have to infer the main idea.

Incorrect feedback: Nice try! This answer is false. The main idea is not always directly
stated in the beginning of the text. Sometimes readers have to infer the main idea.
Please review the Main Idea PowerPoint.

3. The theme is often discovered at the beginning of the story. TRUE FALSE

Correct feedback: Yes, this answer is false. The theme is often discovered at the end of
the story.

Incorrect feedback: Nice try! This answer is false. The theme is often discovered at the
end of the story. Please review the Theme PowerPoint.

Fill in the blank

4. Learning how to identify the _________________________will help readers

remember what they read and improve their comprehension.

Correct feedback: Yes, Learning how to identify the main idea will help readers
remember what they read and improve their comprehension.

Incorrect feedback: Nice try! Learning how to identify the main idea will help readers
remember what they read and improve their comprehension. Please review the Main
Idea PowerPoint.

Main Idea and Theme Content Module, July 2013 37

 5. Begin by identifying the main idea at the ____________________ level, then
practice with a _______________________, and finally with an
_________________________.

Correct feedback: Yes, Begin by identifying the main idea at the sentence level, then
practice with a paragraph, and finally with an entire selection.

Incorrect feedback: Nice try! Begin by identifying the main idea at the sentence level,
then practice with a paragraph, and finally with an entire selection. Please review the
Main Idea PowerPoint.

6. List at least three common themes found in literature:

___________________, ___________________, __________________

Correct feedback: Yes, acceptance, courage, perseverance, cooperation, compassion,

honesty, kindness and loyalty are all common themes found in literature.

Incorrect feedback: Nice try! Acceptance, courage, perseverance, cooperation,

compassion, honesty, kindness and loyalty are all common themes found in literature.
Please review the Theme PowerPoint.

7. Most often readers have to infer the ____________ based on character traits,
motivations, actions, emotions, and values.

Correct feedback: Yes, Most often readers have to infer the theme based on character
traits, motivations, actions, emotions, and values.

Incorrect feedback: Nice try! Most often readers have to infer the theme based on
character traits, motivations, actions, emotions, and values. Please review the Theme
PowerPoint.

Main Idea and Theme Content Module, July 2013 38

Main Idea, Theme, and Supporting Details Assessment Key
True or False

1. The main idea is what the paragraph is mostly about. TRUE

Correct feedback: Yes, this answer is true. The main idea is what the paragraph is
mostly about.

Incorrect feedback: Nice try! This answer is true. The main idea is what the paragraph is
mostly about. Please review the Main Idea PowerPoint.

2. The main idea is always directly stated in the beginning of a text. FALSE

Correct feedback: Yes, this answer is false. The main idea is not always directly stated
in the beginning of the text. Sometimes readers have to infer the main idea.

Incorrect feedback: Nice try! This answer is false. The main idea is not always directly
stated in the beginning of the text. Sometimes readers have to infer the main idea.
Please review the Main Idea PowerPoint.

3. The theme is often discovered at the beginning of the story. FALSE

Correct feedback: Yes, this answer is false. The theme is often discovered at the end of
the story.

Incorrect feedback: Nice try! This answer is false. The theme is often discovered at the
end of the story. Please review the Theme PowerPoint.

Fill in the blank

4. Learning how to identify the _________________________will help readers

remember what they read and improve their comprehension. MAIN IDEA

Correct feedback: Yes, Learning how to identify the main idea will help readers
remember what they read and improve their comprehension.

Incorrect feedback: Nice try! Learning how to identify the main idea will help readers
remember what they read and improve their comprehension. Please review the Main
Idea PowerPoint.

Main Idea and Theme Content Module, July 2013 39

 5. Begin by identifying the main idea at the ____________________ level, then
practice with a _______________________, and finally with an
_________________________.

SENTENCE LEVEL, PARAGRAPH, ENTIRE SELECTION

Correct feedback: Yes, Begin by identifying the main idea at the sentence level, then
practice with a paragraph, and finally with an entire selection.

Incorrect feedback: Nice try! Begin by identifying the main idea at the sentence level,
then practice with a paragraph, and finally with an entire selection. Please review the
Main Idea PowerPoint.

6. List at least three common themes found in literature:

___________________, ___________________, __________________

Answer may include: acceptance, courage, perseverance, cooperation,

compassion, honesty, kindness and loyalty

Correct feedback: Yes, acceptance, courage, perseverance, cooperation, compassion,

honesty, kindness and loyalty are all common themes found in literature.

Incorrect feedback: Nice try! Acceptance, courage, perseverance, cooperation,

compassion, honesty, kindness and loyalty are all common themes found in literature.
Please review the Theme PowerPoint.

7. Most often readers have to infer the ____________ based on character traits,
motivations, actions, emotions, and values. THEME

Correct feedback: Yes, Most often readers have to infer the theme based on character
traits, motivations, actions, emotions, and values.

Incorrect feedback: Nice try! Most often readers have to infer the theme based on
character traits, motivations, actions, emotions, and values. Please review the Theme
PowerPoint.

Main Idea and Theme Content Module, July 2013 40

General Education ELA Lesson Plan: Main Idea
Source: http://literacy.kent.edu/eureka/strategies/herringbone.pdf
http://www.broward.k12.fl.us/k12programs/ciss/8_step/dwnld/38.pdf

Standard: CCSS.ELA-Literacy.CCRA.R.2 Determine central ideas or themes of a text

and analyze their development; summarize the key supporting details and ideas.

CCSS.ELA-Literacy.CCRA.R.9 Analyze how two or more texts address similar themes

or topics in order to build knowledge or to compare the approaches the authors take.

Learning Outcome: Students will use the herringbone graphic organizer to determine
main ideas and important supporting details in text.

Materials:
 teacher selected text
 student selected text
 herringbone template (see link above)

Activities:
 Focus and Review: Explain to students that the herringbone is a graphic
organizer that can help them determine the main idea and supporting details of a
text.
 Teacher Modeling/Direct Instruction: Demonstrate how to look for and identify the
answers to the six questions listed in the herringbone framework when reading
an excerpt of text. Be sure to provide explicit think aloud here. After all six
questions have been answered, model how to compose a main idea statement
for the text.
 Guided Practice: Follow the same procedure in the teacher modeling component
but elicit support and engagement from students as you collectively answer the
questions and develop a main idea statement for the next paragraph or short
excerpt of text.
 Independent Practice: Students read their self-selected independent reading
book (they can also read in pairs) and then complete the herringbone to note the
main idea and the supporting details of the selection. After all six questions have
been answered, students should write a main idea statement across the
backbone of the herringbone or the bottom of the page.

Main Idea and Theme Content Module, July 2013 41

 Activity: Create a universally designed version of the above lesson

UDL Planning My ideas

Representation - adaptations in materials
(e.g., adapt for sensory impairments)

Expression - how will student show

learning (e.g., use of assistive technology;
alternative project)

Engagement - how will student participate

in the activity

Main Idea and Theme Content Module, July 2013 42

General Education ELA Lesson Plan: Finding the Main Idea
Source: http://www.readworks.org/lessons/grade3/main-idea/lesson-1

Standard: CCSS.ELA-Literacy.CCRA.R.2 Determine central ideas or themes of a text

and analyze their development; summarize the key supporting details and ideas.

CCSS.ELA-Literacy.CCRA.R.9 Analyze how two or more texts address similar themes

or topics in order to build knowledge or to compare the approaches the authors take.

Learning Outcome: Students will identify the main idea of a paragraph using the first
and last sentences.

Materials: teacher selected text, student self selected text

Activities:
 Focus and Review: Remind students that finding the main idea of a text is an
important skill that will help them remember and understand what they read
better.
 Teacher Modeling/Direct Instruction: Explain that sometimes the first or last
sentence of a paragraph will tell the reader what the paragraph is mostly about,
or its main idea. Model the strategy of using the first or last sentences of a
paragraph to help identify the main idea. Use the first two paragraphs on a
preselected excerpt of text. Think aloud to show how you determined the main
idea of each paragraph and underline the supporting sentence.
 Guided Practice: With the students, continue to use the strategy of using the first
or last sentence of a paragraph to identify the main idea in the next paragraph or
section of text. Together discuss how we identified the main idea of each
paragraph and underline the sentence that helped us.
 Independent Practice: Students will use the strategy of using the first or last
sentence to identify the main idea of each paragraph. Remind them to underline
which sentence helped them identify the main idea of each paragraph.

Main Idea and Theme Content Module, July 2013 43

 Activity: Create a universally designed version of the above lesson

UDL Planning My ideas

Representation - adaptations in materials Rather than having students find and
(e.g., adapt for sensory impairments) underline the key words and supporting
details, the teacher can highlight the
supporting details before reading.
Encourage students to focus on these
details and key words to help them
determine the main idea of the selection.
The text can also be color coded to
indicate main idea and details.
Expression - how will student show After reading a selection, provide students
learning (e.g., use of assistive technology; with pre-made cards containing the main
alternative project) idea, key words, and supporting details.
Have them identify the main idea and
supporting details by pointing to the
appropriate cards. Provide students with
sentence starters such as “This paragraph
is mostly about…” “The main idea of this
text is…” “The key words that support the
main idea include…” to help them
construct their response.
Engagement - how will student participate Student can work in pairs during
in the activity independent practice; student can use
technology (e.g., iPad) to practice talking
and writing to find the main idea, theme,
and supporting details in the text.

Main Idea and Theme Content Module, July 2013 44