English Language Arts and Reading.7.5.G

The student is expected to

evaluate details read to determine key ideas;

comprehension TEKS talk image

Knowledge and Skills Statement

Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts.

Have students work in small groups with peers who are at the same reading level to read a text in book-club style (students read independently in small increments and come together for discussion between each reading). Provide students with a graphic organizer to identify the key idea and details that support the key idea. After the students read a text independently, ask them to determine the key idea and evaluate details in the text.

The graphic organizer might include the following:

Key Idea:

Detail

Detail

Detail

Detail

 

Further Explanation

This SE requires students to demonstrate their understanding of details that support and help establish the key idea. Students use the details to support understanding of what is happening, who is affected, and why the idea matters or is being discussed in the first place.

to make a judgment based on criteria and standards, determine, or form an opinion about the significance, quality, or value of something in relation to its intended purpose
Students should understand that some details in a text not only support but also help to fill in understanding of the key ideas. These details tell a reader what is happening, who is affected, and why the idea matters or is being discussed in the first place. Other details cover fewer specifics and provide general information that adds to background knowledge. Students must consider the intended purpose of a detail in order to evaluate whether the detail is effective.
While reading, students should look for the relationships between details and how those details are organized so they can determine which key ideas the details focus on and support. If students are unable to identify what the key ideas are in a text, they cannot then determine the overarching message of a text.

Research

Hedin, L. R., & Conderman, G. (2010). Teaching students to comprehend information text through rereading. The Reading Teacher, 63(7), 556–565. doi:10.1598/RT.63.7.3

Summary: Hedin and Conderman describe specific strategies that students can use to make meaning of the text and increase reading and writing comprehension. The study reveals strategies are successful with struggling readers. The approach uses paraphrasing and rereading to identify the placement of the main ideas, key terms, and definitions. The approach also includes pronouns, appositives, or text enhancements. Charts, samples, and references are included.