Lesson 2: First and Last Sentences (Passage)
- Learning Goal
- Identify the main idea of a passage using the first or last sentence of each paragraph.
- Approximately 50 minutes.
- Necessary Materials
Provided: Direct Teaching Passage, “Unhappy Feet?;” Direct Teaching Answer Key; Guided Practice Passage, “Now That’s a Big Bird!;” Independent Practice Passage, “Kids Get Healthy” and Worksheet
Not Provided: N/A
will review the strategy of using the first or last sentence of a paragraph to help identify the main idea of the paragraph. I will discuss how the main idea of each paragraph will help you determine the main idea of the entire passage. I will read “Unhappy Feet” by Brooke Ross (see Direct Teaching Worksheet and Answer Key in Teacher and Student Materials below) and identify the main idea of each paragraph. We will look at the main idea of each paragraph and discuss the main idea of the entire passage. We will compare the main idea of the passage to the title and discuss how they are related.
Ask: How did I identify the main idea of the passage? Students should respond that you used the first and last sentence of each paragraph to help you identify what each paragraph was mostly about. You then used those sentences to help you identify what the passage was mostly about.
TIP: If students are struggling to identify the main idea of a passage, re-teach Lesson 1 and ensure that your students have mastered identifying the main idea of a paragraph before moving on to the full passage.
will read “Now That’s a Big Bird” (Guided Practice Worksheet below) and identify the main idea of each paragraph. We will look at the main idea of each paragraph and discuss the main idea of the entire passage. We will compare the main idea of the passage to the title and discuss how they are related.
TIP: After the main idea of each paragraph is identified, consider recording them on sentence strips or chart paper. Students can then determine the main idea of the passage using just this information.
will read “Kids Get Healthy” by Rachelle Kreisman (passage is provided) and identify the main idea of each paragraph by using the first or last sentence of each paragraph. You will use that information to identify the main idea of the entire passage and explain how you know it is the main idea. (Student Independent Practice is provided below.)
Build Student Vocabulary enforce
|Tier 2 Word: enforce|
|Contextualize the word as it is used in the story||It’s up to school districts to decide how to enforce the law.|
|Explain the meaning student-friendly definition)||To enforce a law or a rule means to make sure that the law or rule is followed. The school districts need to follow what the law says, but each school district will decide how they will make sure that the law is followed.|
|Students repeat the word||Say the word enforce with me: enforce.|
|Teacher gives examples of the word in other contexts||We enforce our classroom rules by having consequences, such as losing recess, for students who do not follow the rules. Police Officers enforce the law by arresting people who commit a crime or by giving people tickets which require them to pay a fine when they park in a no-parking zone.|
|Students provide examples||How are rules enforced in your home? Tell me about it by saying: “Rules where I lived are enforced by _____________.”|
|Students repeat the word again.||What word are we talking about? enforce|
|Additional Vocabulary Words||promote, habits|
After reading the passage and identifying the main idea, explain that terror birds are believed to be flightless birds. Their wings were not developed to fly their large bodies across land. Scientists also believe that other birds linked to dinosaurs glided from treetops with feathered limbs, rather than flying. Paleontologists, scientists who study dinosaurs, are still debating whether there is a dinosaur-bird connection.
Texts & Materials
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