Comprehension Lesson

Name: Trevor Hopwood

Common Core State Standards: RI.4.2- Determine the main idea of a text and explain how it
is supported by key details; summarize the text.
Subject/Grade Level: ELA 4th Grade
Essential Pillar of Reading Instruction: Comprehension
Prerequisite Skills or Knowledge: To find this out I will have the students complete a KWL
chart as a group. From this, I will have a key understanding in how to guide my questions of the
students as they read the story So You Want to Be President?
Introduction and Rationale: We will be reading the story So You Want to Be President?. It is
an informational text about life in the White House and life as the President. This will tie in to our
Social Studies lesson for that day when we start to explore the executive branch of the
government. I will focus on main idea and supporting details with this story with my students.

Lesson
Beginning or Frontloading: (5 Minutes)-I will go over main idea and supporting details with the
students before we read the selection. Explain what each one is and give them a sample
passage where we can discuss them.
KWL-(15 minutes)-I will have students fill out a KWL chart by themselves first. This will show me
what they Know, and what they Want to learn about before we read. The K section I wont have
to focus too much on while we read, but the W column will be imperative for me to help me
guide my questions and discussions with the students while we read the story.
Read together-(15 minutes)- Students will be broken up into pairs. They will sit next to each
other and take turns reading the story together, alternating by paragraphs. During this time I will
circulate around the room listening to the students read aloud to each other and I can help if
they are struggling with the material. While the students are reading they will have their KWL
charts with them and they can fill out the L column as they read the story together.
Teacher reads-(10 minutes)- I will then reread the story to the students, stopping periodically to
ask them main idea and supporting detail questions based on the story itself. This will also be a
great opportunity for the students to have a good model read of the story.
Comprehension activity-(15 minutes)- Students will then choose 3 paragraphs in the story of
they choosing. They will identify the main idea with supporting details of those three paragraphs.
They also will identify which paragraph by listing page number and paragraph number on each
page.

Follow up or Extension Activities: After this class in Social Studies I will be teaching a more in
depth look at the Executive Branch. This will go through in more detail the president's jobs, the
vice president, and cabinet.
In subsequent days I will also have the students select two presidents to research and do a
venn diagram on them.

Differentiation or Accommodation for Students: The story will be read aloud to students who
may not be the most fluent readers in class. This will be done after they try and read it with a
partner.
I will partner up struggling readers with my more advanced readers so the advanced readers
can offer some hurdle help if their partner is struggling with some words.
I will circulate the room and help students if they are struggling.
We have a quiet space where students who choose to read silently can go if they do not want to
read the story out loud.

Assessment of Student Learning: This will be the comprehension activity that the students
will do at the end of the lesson. I will see that they understand the difference between main idea
and supporting details and can clearly identify the two in three separate paragraphs.

Resources: Reading Street Anthology, KWL Chart, laptop, projector, main idea/supporting
details worksheet.