Kaylie Quimby 1
Highlights-It and Marks-It Strategy (Day 3)
Subject: Word Study Activity: Identifying Main Ideas & Key Details
Date: 3-8-2017
Statement of Objective:
*Observable/Measurable (A, B, C, D)
*GLCE/IEP
Materials:
*Prepared and organized
*Available for all
Opening:
*Gain attention/motivate
*Activate prior knowledge
Link/relate; assess; prepare for
new learning (e.g. vocabulary)
*State goals/set purpose
Explain task: why, what, how,
and when for strategies
*Clear directions
Time: 5-8 minutes
Presentation:
Teacher:
*Variety of learning (T/S, S/S, S/T)
*Organizational framework
Construct, clarify, and link
concepts in a meaningful context
*Present visually, verbally,
kinesthetically,
Real world (e.g. LESH)
*Model and think aloud to make visible
Language practices/processes
Learning strategies and
adaptations (how, when and
why)
Organization, relationships, and
clues
*Transfer of control
Students explain, justify, clarify,
etc.
*Clear directions
*Check for understanding
Appropriate feedback: praise,
prompt
Probe/question (in ZPD)
Assess/error drill
Monitor and adjust instruction
Students:
*Participation
Overt and active
Instructional dialogue, think
aloud, explain, justify,
Setting: 4th Grade General Education
# of Students: 5 Time: 11:55 am-12:25 pm (30 minutes total)
Objectives: Accommodations
- Highlight key information SWBAT (students
-Identify main ideas and related details will be able to)
-Use during reading strategies objectives are
written on the
SWBAT: (Students will be able to independently use the whiteboard
Highlights-It and Marks-It strategies to find the main ideas and (Multisensory
key details in a text with 90% accuracy.) support)
- Pencil, ELMO ELMO will be used
- New partner as visual support.
- Meet at the carpet
- Copies of text (Peacock article: http://0-
school.eb.com.elibrary.mel.org/levels/middle/article/peac
ock/353606)
- Highlights-It & Marks-It Cue Cards
Transition: 1-2-3 eyes on me, 1-2 eyes on you! SWBAT will be
- Tell students where to meet & what written on board as
supplies to bring. visual support &
future reference.
1) SWBAT (active participation)
- I say- you say
2) Ticket to Success: Students can independently use the
Highlights-It and Marks-It Strategies to find the main ideas and
key details in a text with 90% accuracy.
3) Welcome students, Preview Lesson, Review strategies,
Practice using strategies
1) Set goals for today. (Goal Setting) ELMO (visual
support)
2) Preview Lesson & Review Highlight-It and Mark-It
Strategies (Developing Background Knowledge)
- Purpose
Provided many
- How to identify and highlight main ideas visual, verbal, and
- Today: how to highlight supporting details,
kinesthetic
how to mark-up a text supports. (SWBAT,
use of cue cards,
2) Highlight 2-5 Details that support the main idea using a directions in
different color powerpoint, whole
- Related details give specific and important group and partner
facts about the main idea or subtopic. discussions)
- They support the main idea.
- They provide bits or pieces of information
that are related to the main idea.
- To identify details: listen or read
- Ask questions like:
- Do
es the idea provide more
information about the main idea?
- Is
it an example, fact, or detail that
gives supporting information
about the main idea?
- Distinguish important details from
interesting ones.
- Highlight phrases and important words
rather than entire sentences.

evaluate, etc.
Guided Practice:
*Activity related to
presentation/objectives
*Active student participation
Provide rationale for assignment
Multi-sensory and real world
Instructional dialogue
*Transfer of control
Students explain, justify, clarify,
think aloud
*Check for understanding
Ensure high success rate
Appropriate feedback: praise,
prompt, Probe/question (in
ZPD)
Individual Practice:
*Assess/error drill
*Monitor and adjust instruction
*Management/monitoring
Scan, circulate, assess, support,
praise
Time: 10-15 minutes
Kaylie Quimby 2
Model & Think Aloud using a text (I DO):
- Identify & explain how you found the main
ideas and 2-6 details to support that main idea.
(FIRST PARAGRAPH ONLY)
- Point out clues you use to identify the
details
- Highlight phrases rather than sentences
- Students can underline and highlight if they
have the text too.
Guided Practice (WE DO): (Self-Monitoring)
- Cue students to highlight, circle, and record
supporting details for a text after it has been read
aloud. (SECOND PARAGRAPH ONLY)
Independent Practice (YOU DO): (Self-instruction)
- Highlight, circle, and record supporting
details for the rest of the paragraphs in the text.
- Pair-share: When they have read,
identified, and highlighted main ideas from day before
and supporting details from today they can partner
with someone.
- With a partner they will
share their category and details with a
partner and compare.
- Have students use
partner questions (see day 3 of slideshow)
- Class-Share: Ask partners to share some
of their highlighted categories and details.
- Have students use
partner questions (see day 3 of slideshow)
3) Mark it! Make Notes & Use symbols to show strategies,
questions, & Thoughts
Good readers also know how to record their thoughts and take
notes on the passage. This helps them study, remember and
learn the important information. It helps readers stay active.
Good readers use symbols to record their thoughts and ideas.
You can use these symbols to record the types of reading
strategies you are using. Here is a partial list of strategies that
we can add to. We can use shorthand abbreviations for the
strategies that you know very well. These are some of the
common strategies and symbols that we can use, but we can
add to this list and you can create your own.
Model (I DO):
- Generate notes and mark up the text.
- Think aloud about how to identify what
strategies to use and when.
- Think-aloud about how to use symbols and
record thoughts.
Guided Practice/ Cue (WE DO): (Self-Monitoring)
- Provide short texts for students to mark up
and apply symbols.
- Reference cue cards during guided practice
Independent Practice (YOU DO): (Self-instruction)
- Read and identify own strategies while
reading a text.
- Share with a partner what symbols and
how they used the strategies when done.
- They need to highlight, mark it, and put it
together
- Self reinforcement, Pat yourself on the
back and say I am an expert in identifying main ideas
and supporting details in a text!
- Self reinforcement,Give a friend a high-five
 Kaylie Quimby 3

and say You are a fantastic main idea investigator!

4) Fill out the Highlights-It and Marks-It self-evaluation

rubrics. (Self-Reinforcement)

Notes:
Informal assessment:
- Teacher scans group for active participation
& direction following.
- Ask students to justify their answer.
- Hand on head or thumb up when read to
move on.
- Thumb up to check for understanding

Positive behavior reinforcements:

- Panther Pride slips, reinforcement of
desired behaviors, praise.

Groupings:
- Partner work
- Large group instruction
- Independent work

Closing: 1) Exit ticket: complete identifying main ideas and supporting

*Adequate time
*Students summarize content and
accomplishments
*Assess/identify new goals
*Link to future learning
Time: 8-10 minutes
details using Highlights-It and Marks-It strategies.
2) Ask questions wrap-up questions (informal assessment):
- What strategies did you use to identify the
main idea and key concepts?
- What is the purpose of the Highlights-It and
Marks-It strategy?
- What are the advantages of using the
Highlights-It and Marks-It strategies?
- How can you use the Highlights-It and
Marks-It strategies when you are reading?
- Do you have any questions?

2) May Do:
- DIRT, Free Write, or unfinished work

Instructional Reflection:
1. Was my feedback for students positive and specific?
2. Did I leave enough time to have an adequate closing for my lesson?
3. Did I make sure everyone was actively participating throughout todays lesson?
4. Were my students able to identify what our goal was for the lesson during the closing?
5. Were my directions clear and direct?
6. Did my use of technology enhance my lesson? Why or why not?