Bloom’s (Taxonomy) Unit: Main Idea
Comprehension: Main Idea
Application: Text Features
Analyze: Text Structure
Analyze: Author’s Purpose
Assess: Non-Fiction Quiz
Synthesize: Create Non-Fiction
Last year, I experimented with structuring my Reading lessons according to the levels of Bloom’s Taxonomy. Every concept within a genre would be covered following which level of Bloom’s it was and I would follow Bloom’s within the week I covered the concept.
To start the year, I focused on Fiction concepts. Once I finished that unit, I focused on Non-Fiction concepts…beginning with Main Idea, which is elements of plot of Non-Fiction to me.
I spent seven days on the concept. Here’s how it went.
Knowledge(Day 1): Locate Key Details
RWC: Texans Camp Report
To introduce non-fiction, I showed the kids a Houston Texans Camp Report and asked them to write down key details. (We’re in Houston, Texas and many of the kids are Texans’ fans.)
I(Do)/Modeled: What is a non-fiction?
I kept it simple on day 1 by explaining the features of non-fiction text and working through an article with the kids…modeling how to locate key details.
Knowledge(Day 2): Identify Supporting Details
RWC: All About Sharks
After showing the kids the video, I asked them to tell me some facts that they learned.
Modeled Instruction: Supporting Details
Once I concluded the lesson starter, I modeled how to find supporting details with a cut and paste.
We(Do): Supporting Details
With a partner, the kids practice finding the supporting details with little assistance needed.
Knowledge(Day 3): Identify Topic, Key Details and Main Idea
Hook: Main Idea
Nothing like a little Flocabulary to introduce a concept.
I(Do): Main Idea Chart
Once the kids were engaged, I went through a Main Idea anchor chart with them. (You got to have the basics.)
Modeled Instruction: Topic, Key Details, Main Idea
Then I moved on to modeling how to find the topic, key details and main idea.
We(Do): Topic, Key Details, Main Idea
With some teacher assistance, the kids practiced naming the topic, finding the key details and main idea.
Comprehension: Determine The Main Idea
Interactive Game-Aloud: Main Idea Millionaire
As a lesson starter, I let the kids participate in an interactive game-aloud. In the activity, the kids had to identify the off-topic sentence. They rocked it.
We(Do): What’s Off-Topic?
After quickly modeling how to find the off-topic sentence, the kids worked with a partner to complete a main idea exercise.
Apply: Use Headings and Subheadings to find Main Idea
Now that the kids comprehended Main Idea, I moved on to having them apply it by using Headings and Sub-Headings to find the Main Idea.
RWC: Bats For Kids
To build background knowledge of bats, which the article they’d be reading was on, I showed them a video of bats.
I(Do): Review Headings and Sub-Headings
Since the kids would have to use Headings and Sub-Headings, I reviewed the concept with them.
Modeled Instruction: World of Bats
The article that the kids would read had three sections. So, with the first section, I modeled how to use the sub-heading to find key details and the main idea.
We(Do)/You(Do): World of Bats
Once I modeled how to use the sub-headings, the kids practiced the skill with a partner and by themselves.
Analyze: Stated or Implied
Upgrading he rigor, I wanted to teach the kids that the Main Idea isn’t always clear. Sometimes it can be implied and other times it’s clear.
Talk 1: What’s Matter?
While I had touched on Matter in Science earlier in the nine weeks, I gave the kids a refresher course.
Engaging a bit of shared reading, the kids read the article: Matter. They had three questions to answer.
1.What does the illustration show?
2. What is something in your life that is made of matter?
3. Is the main idea stated or implied?
Talk 2: Discuss “Matter”
With their A/B partner, the kids discussed
Write: Answer “Matter” Questions
I gave the kids 12 minutes to answer questions. Here the best responses.
What does the illustration show?
Response: “It’s telling us about solid, liquid and gas.’
How do you use matter in your everyday life?
Response: “My mom uses ice and she puts water in a special ice container and then she places it in the freezer for four hours and then it turns to ice.”
Is the main idea stated or implied? (It was stated.)
Response: “Stated because the title is matter and it’s talking about matter.”
Evaluate: “The Amish Way of Life”
To teach the kids to evaluate, I had them read “The Amish Way of Life” and then answer: Do you agree or disagree with the “Amish Way of Life?”
Here the responses. (Well thought out ones, too.)
Response #1: I disagree because the women are responsible for their family and I think the men should be.”
Response #2: “I agree because they take the electronics away. Electronics will get you away from doing work.”
Response #3: “I agree because it seems like they enjoy it.”
Synthesis: What do you like?
For synthesis, I asked the kids: What they liked or didn’t like about the “Amish Way of Life?’
Response #1: “I don’t like anything they do because they have no fun things to do.”
Response #2: “They should not have to wear clothes that people wore in the old days and should be able to wear what they want to wear.”
Response #3: “I want to be a farmer(like them).”
Unit Success: 100 percent.
Up Next: Text Features