Determine the main topic of a text; Summarize a text (Inclusive Big Idea #2)

Reading Informational Text

Grade 5: English Language Arts

Inclusive Big Idea #2: Determine the main topic of a text; Summarize a text

Standard: Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. RI.5.2

• Bubble Graphic Organizer: List the topic of a text or multimedia and note events and/or details that support the topic (e.g., the best time to plant pumpkins, how long it takes them to grow and ripen, typical sizes, uses). Use a system of least prompts when selecting a supporting detail. Learn more about graphic organizers in this TIP Sheet.
• Topic Board: Identify objects, multimedia, and pictures that represent the topic(s) of a given text. Include illustrations or sentences from the text; include events and details that support the topic in a topic board or graphic organizer. Consider creating whole class topic boards and more visually accessible individual or small group boards
• Interactive Reading: Choose and pre-read a book prior to instruction. Read the text aloud to students, stopping at predetermined points. At each stopping point, ask students to share their thoughts and respond to text. Use graphic organizers for students to record their ideas as they listen to the verbal recitation of the text.
• Group Think: Tell the students what the topic is prior to reading text or watching multimedia. Ask students to model for each other how they identify sentences that tell what the topic and supporting details are related to the topic. See this TIP Sheet for more information on Whole Group Discussions.
  • Example: Tell students that the topic will be pumpkins. Read the informational text, “All About Pumpkins.” Students may identify the title as the sentence that tells them what the topic will be. Students can point out any of the details that are included about pumpkins.
• Think Aloud: To model summarizing, read aloud a book to the class, have students listen to audiobooks, or read them as partners. Share how readers periodically stop and summarize what was just read using just one sentence (e.g., “That paragraph was mostly about _______”). At the end of the text, provide another summary of the entire text that focuses on the central message. See this TIP Sheet for more information on how to model using a Think Aloud.
• GIST: GIST (Generating Interactions between Schemata and Text) is a strategy that asks readers to condense or summarize a text or other media by generating a brief summary in their own words. Students can use sentence starters or follow model answers to provide the GIST by identifying some of the main ideas or key details from a text. In longer texts, encourage students to stop every few pages and tell or document the GIST of what was read so far.

For example, one possible barrier is the amount of information that a student needs to hold in mind.

Ideas to reduce this barrier could include:

• be aware of how much sensory input occurs at once, perhaps offer the option to use headphones
• show examples and provide answers to check along the way
• provide templates or graphic organizers
• allow use of spell checks and other tools 

Use these Inclusive Strategies to help reduce barriers.

• The Big Idea: Determine the main topic of a text; Summarize a text
• Tell me more about… Main Topic
  • The main ideas of informational text are the most important points that the author is trying to make about a specific topic. Identifying and categorizing main ideas within informational text is critical to success because it allows readers to prioritize information in a text. It provides the reader with a framework for understanding and recalling the important ideas in the text.
  • Teaching the 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
    8. Determine the main idea or central message of an entire text.
• Tell me more about… Summarizing Texts
  • When summarizing, readers reduce larger selections of text to their bare essentials: the gist, the key ideas, and the main points that are worth noting and remembering. Summarizing is an important skill for readers of all levels and abilities and goes beyond retelling to demonstrate a strong understanding of the text. Summarizing requires readers to comprehend, analyze, and synthesize ideas.
  • Good readers…
    • reduce the extraneous verbiage and examples
    • focus on the most relevant facts
    • find key words/phrases that capture the main idea of what was read
    • find the main ideas and the essential details that support the main idea

Common Student Misconceptions

• Main Idea: Students may have difficulty determining what essential information is. Students often misinterpret details as being the main idea and need to be guided to see the author’s overall point or the ‘big picture’. It is also important to note that the main idea is not simply what the text is about (e.g., informational text covering the discovery of electricity; Benjamin Franklin was key in its first applications, but he is not the main idea). When the main idea is known at the beginning of a text, it alerts the reader to upcoming information and helps them set a purpose for reading. This leads to a greater understanding of the text. Learning how to identify the main idea will help readers remember what they read and improve their comprehension.
• Summarizing: Teachers sometimes mistakenly believe that students have the ability to determine what is essential within a text. Explicit teaching is often required for students to learn this skill.
• Building Background Knowledge: Many teachers assume students already know about a topic based on their age or what they should have learned in a previous grade or class. When background knowledge is not built or activated, students will lack the schema to understand new material and may not effectively learn and understand the topic or concept.
• Supporting Details: Not all information in the text is considered supporting details. Authors sometimes provide additional details that are not essential to the understanding of the main idea.

Links Across Content Areas

• Science & Social Studies: Once students can determine the main idea and key details of a text, ask them to apply this skill to their reading about the subject matter.

Everyday Connections

• Hanging Out: Ask students to summarize their weekend activities when sharing with their peers, identifying the main idea and supporting details.

Fourth Grade: Determine the main topic of a text; Summarize a text (RI 2)

Sixth Grade: Determine the main topic of a text; Summarize a text (RI 2)