2. DO NOW
If you could change
your name, what would
it be? Why?
3. AIM:
SWBAT analyze (break down) the
development of the central idea
(subject and information about the
subject), names, over the course of
the article (beginning, middle, end).
13. READING THINKING
STEPS
TEACHER MODELING
Look for two or more
central ideas that appear
across the text. Use clues:
• in the topic.
• headings.
• topic sentences.
Think:
• What ideas are
important to the text?
• What ideas and details
repeat in the text?
• Central ideas may work to support a main idea for the entire
text or they might be separate ideas that are loosely
connected in another way across the text. We can determine
central ideas much as we do main ideas, by looking for
repeated content and details.
• First, I will identify at least two central ideas using clues
such as the topic, headings, and topic sentences. One
central idea in the article is that the view that names do not
have power is wrong. A second central idea I see is that
names influence our likes and dislikes.
14. READING THINKING
STEPS
TEACHER MODELING
Think:
Where is each central idea
introduced?
• Which paragraph?
• Which section?
How does the author
introduce the idea?
• topic sentence
• section
• heading
• Authors develop ideas across a text by adding details and
information in an organized way. For example, they cluster
related information in paragraphs or sections. To locate
these central ideas, find where (at beginning of a paragraph
or section) and how (in a topic sentence, section, or in a
heading) authors introduce them.
• The author’s opening sentence of the article introduces the
idea that names do have power. He uses all of paragraph 5 to
support the idea that names influence our likes and dislikes.
15. READING THINKING
STEPS
TEACHER MODELING
Skim and scan the text.
Think: What details support
each central idea? Look for:
• details that relate to the
idea or tell more about it.
• transition words that
connect ideas.
• Related details are particular details or facts that expand, emphasize,
clarify, and/or explain a central idea. Transition words help authors
show the relationship among ideas and concepts. This makes the
central ideas more complete, easier to understand, or more
convincing. For example, the words in addition show that information
is added.
• The detail that “a rose by any other name would not smell as sweet”
develops the idea that names have power. The detail that your
favorite letter is usually in your name develops the idea that names
influence our likes or dislikes.
16. READING THINKING
STEPS
TEACHER MODELING
Think:
• What did you learn about
the central idea from each
detail provided?
• Why did the author include
these details?
Explain what you figured out
about central ideas and
supporting details.
• To analyze the development of central idea, look at how the author
clarifies, expand, emphasizes, or explains the central idea. Look at
how related details are added and what purpose they serve in
conveying the author’s ideas.
• The author of “Was Shakespeare Wrong?” states his central ideas in
the first two paragraphs of the article. He claims that “Shakespeare
was wrong” and that “Names have power.” Once he has stated these
central ideas, he uses the remainder of the article to provide details
that develop his central ideas, including scientific studies about the
power of names. This organization of information helps readers
understand the central ideas and how they are supported.
