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Determining Importance

by Jackie Wissman

What is determining importance?

According to Stephanie Harvey and Anne Goudvis (2000) in Strategies That Work, determining important ideas and information when reading is central to comprehension and moving toward insight. In their discussion, the authors explain that determining importance varies by genre:
  • In narrative genres, determining importance requires the reader to identify main ideas and infer themes of the story.

  • In nonfiction, however, determining importance is more about retaining important information and learning from the text; readers must be able to sift through information and decide what is most important. To determine importance in nonfiction, readers must understand the many features and structures specific to the genre. These text features and structures for organization help readers identify not only main ideas, but also what is worth remembering. For example, understanding that bold print is used to draw attention to important vocabulary and concepts signals the reader to slow down and make sure these words or concepts are understood.

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Where is determining importance discussed in the Ohio Academic Content Standards?

Determining importance is implied throughout the standards and is a prerequisite skill to meeting the intended learning expectations of the following standards:

Reading

  1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
  2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
  3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
  1. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
  1. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
  2. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

Writing

  1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
  2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
  3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
  1. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
  2. Draw evidence from literary or informational texts to support analysis, reflection, and research.

Speaking and Listening

  1. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
  2. Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric.
  3. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

Language

  1. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

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How can determining importance be taught so that it supports reading comprehension?

Think-Aloud
The think-aloud allows students to hear the kind of self-talk, problem solving, and thinking that effective readers use so the students can practice the same effective processes. During a think-aloud, allow the students to hear what you are thinking while using strategies.

Example
After reading Amazing Grace by Mary Hoffman, demonstrate, through a think-aloud, how you reflect on the story to determine themes and main ideas.

After reading a good book, I often ask myself what are the bigger ideas the author was trying to convey? I think to myself, what was this story mostly about? After finishing this book, I think about how determined Grace was to be Peter Pan even though her classmates discouraged her. I think about how supportive Grace's family was in helping her believe she could reach her goal.

The themes of family and believing in yourself are important in this book The main idea of this story seems to be that Grace's family helps her believe in herself so that she can achieve her goal of becoming Peter Pan in the school play. I can support my thinking with details from the text. Let's look back at pages 15 and 16. Her mother is telling Grace that the kids at school were wrong and that she can be not only Peter Pan, but anything else she wants to be.

Let's look at the next few pages. Grace's Nana takes her to the ballet to see a "stunning new Juliet" who is from Nana's home of Trinidad. Of course, Nana and Ma are so proud of Grace at the end when they see her in the play.

The main idea and supporting details can be recorded on a main idea web like the one below.


Main Idea Web


A template of a main idea web is provided here for your convenience.


Mini-Lesson for Introducing and Modeling Determining Importance
Present a whole-group mini-lesson that defines and models how features in nonfiction can help readers determine main ideas and important information. According to Gay Su Pinnell and Patricia L. Scharer (2003), a mini-lesson has four components: introducing the strategy, explaining why the strategy is important to readers, demonstrating the strategy, and clearly stating what readers should do. The mini-lesson should be interactive and invite student engagement.

Example
Introducing the Strategy
Explain that there are many features in nonfiction that signal to the reader that something is important. Select one to two features to focus on, such as bold and italicized print or headings and subheadings.

Explaining Why the Strategy Is Important to Readers
Explain that the author uses certain features in nonfiction to let the reader know that something is important or to organize information. For example, changes in the style or size of the print (often also referred to as type or font size) help readers know that something important will be explained and that pace should be adjusted accordingly, and headings give important clues about the main ideas.

Demonstrating the Strategy
Use a nonfiction big book or text that all students can see to explicitly model for students how the feature or features you've discussed help you determine and remember important information.

The author put this word in bold print. I know that means this word is important to helping me understand the topic I am reading about. I better slow down a bit to make sure I understand this word.

Or:

The author put a heading here. I know the heading tells me what this whole section is going to be about. I know the heading is going to be related to the main idea of this section.

Clearly Stating What Good Readers Should Do Remind students that good readers use features in nonfiction to help them determine the main ideas and the information that is important enough to remember and that pace may need to be adjusted accordingly. Ask students to brainstorm other nonfiction text features that might signal them that something is important. It would be helpful if pairs of students had nonfiction texts to refer to for examples. This will help with their brainstorming. Chart responses.

Additional Mini-Lesson Ideas Related to Determining Importance
Here are some other mini-lesson ideas about determining importance that you can explore with your students:
  • Main ideas are supported with details.
  • In nonfiction, there is often a main idea in every section.
  • Readers use many text features to help them distinguish important from unimportant information.
  • Good readers slow down when they think something is important or worth remembering.
  • "Central idea" is another way of saying "main idea."
  • Sometimes the theme of a story must be inferred.

Guided Practice
Immediately following a mini-lesson or think-aloud, provide guided practice in which students have an opportunity to practice with support. For example, after the think-aloud using Amazing Grace, read aloud another short book with a clear main idea, such as Yo! Yes? by Chris Raschka, and ask students to discuss with a partner, or pair-share, the main idea.

After the mini-lesson on using nonfiction text features to help determine what is important and worth remembering, students might read a short article with their partner and highlight examples of such text features.


Independent Practice—Marking Examples in Independent Reading
Remind students that good readers are always using information from authors or are using features in the text to help them determine what is important. Give students each two Post-it notes, and ask them to keep these with them during independent reading, buddy reading, and managed independent learning (center time). If they encounter a text feature that signals to them that something is important, they should mark the page in the book. Allow time for sharing daily as students practice at the independent level.

Double-Sided Journal: Main Idea–Details Recording Sheet
Students can use a main idea–supporting details recording sheet like the one below to help them differentiate main ideas or topics from supporting details as they read informational texts.

Main Idea Supporting Details
Tornadoes are very powerful and dangerous.
  1. They can reach speeds of more than 200 mph.
  2. Tornadoes have caused many deaths and much destruction in the U.S.

Students can also use the main idea–supporting details recording sheet to help them differentiate main ideas from supporting details after reading informational texts.

A template of a main idea–supporting details recording sheet is provided here for your convenience.

Response Journal
Ask students to record the main idea and supporting details of their independent reading book in their response journal, or have them respond to the following question: What do you do during reading that helps you remember important information?

Main Idea–Supporting Details Sort
After a read-aloud, write the main idea and three to four supporting details, each on its own note card. Allow small groups to discuss each note card in order to distinguish the main idea from the supporting details. Students should be prepared to share their thinking.

Main Idea Web
Students can create a main idea web in which the main idea is in the middle and supporting details are placed in boxes connected to the center by "threads."

Consensus
As described by Paula Guisinger in the AdLIT "Determining Importance" reading strategy, this "coming to a consensus" activity asks students to start by listing the three most important ideas from a read-aloud or text that the entire class has read. Students then work with a partner to share their ideas and come to a consensus about what is most important. Only three ideas may be recorded, and so the students must work together to determine importance. Next, each pair joins another pair and again shares and comes to a consensus about the three most important ideas. Finally, the class comes together to share and decide upon the most important ideas (Beers & Howell, 2003).

Nonfiction Text-Features Resource Book
Students can create their own ongoing nonfiction text-features resource book in which they record and illustrate various features and explain how the features help them as readers. For example, on a page labeled "Picture Captions," students might draw a picture and write a caption underneath. Next, they would explain how picture captions help them as readers. As new text features are introduced, students can add these to their resource books at a center. Harvey and Goudvis (2000) include student examples on pages 123 and 124 of their book.

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How can determining importance be used to teach vocabulary?

Remind students that understanding new vocabulary is critical to determining importance and remembering and connecting to what was read. Explain and model the different ways in which authors help readers understand important vocabulary within a text:
  • Define words within context.
  • Define words in a glossary.
  • Demonstrate words within illustrations.
  • Define words in text or vocabulary boxes.

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How can determining importance be practiced in a literacy center?

  • Select a book for the listening center that has a clear main idea. After students listen to the book, they should discuss the main idea and supporting details with a partner or small group. The main idea and supporting details can be recorded on the main idea web.

  • The main idea–supporting details sort is an activity that's very well suited for the listening center. Choose a book that has a clear main idea. Write that main idea and several supporting details, each on its own note card. After listening to a book, students can discuss what is written on each note card and distinguish the main idea from supporting details. They can explain their thinking in their response journals.

  • Have the main idea of a short article posted for students to see. As they read the article, they should highlight or underline any supporting details.

  • Allow students to create an illustration that demonstrates the main idea of an independent reading selection or a book that has been read aloud.

  • Let the students use the main idea–details recording sheet to help them differentiate main ideas or topics from supporting details in a short article or text that you have selected. It is possible that you may want to fill in part of the recording sheet to scaffold learning. For example, you might fill in the main idea, and students might fill in details; or you might fill in one supporting detail, and students could fill in the main idea as well as additional supporting details.

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How can instruction for determining importance be differentiated in the following settings?

Whole-group setting
  • Reading aloud to students, rather than asking them to read independently, allows students at all levels to focus on the strategy of determining importance without worrying about solving words.

  • Allowing all students to respond through a pair-share, rather than calling on individual volunteers to talk while the majority simply listens, forces all students to be engaged.

  • Listening to students share their thinking with partners gives you the opportunity to informally assess student understanding. When students leave the whole-group setting to go to independent reading or centers, you can keep those students back whose responses indicated they need more specific examples and support.
Small-group setting
  • Small-group guided-reading setting: Select texts at the instructional level of the group. This allows students to practice strategies at their specific level.

  • Strategy group: Work with a group of students who show evidence of struggling with the same strategy, such as determining importance. Provide additional think-alouds and examples to support learning and clear up misconceptions. Select texts that all students can read and that support the practice of the specific strategy being taught.
Literacy centers
  • Practicing strategies at the listening center allows students to focus on a specific strategy without worrying about solving words.

  • Centers in which the students are asked to read independently or with a buddy should include books and articles at various levels.

  • Responses will vary depending on a student's diverse strengths and areas of difficulty. Some students may draw pictures to complete graphic organizers and center work, while others may write lengthy, well-developed ideas.

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How can assessment be integrated into teaching the strategy of determining importance?

  • Listening to students discuss and respond in partner sharing, reading conferences, and small-group and whole-group settings gives you valuable information about student understanding.

  • The work that students complete during and after reading as well as at centers becomes valuable assessment data.

  • Ask students to respond both orally and in writing to questions that reflect how they are tested on Ohio Achievement Tests or other tests required by your district. Almost all selections on the OAT have a question about the main idea. Often these are multiple-choice questions in which the student must pick the main idea from supporting details. Sometimes the main idea is given and students must provide supporting details from the text. Students may also be asked to write the main idea and supporting details. This may be in list or web form.

  • Ask students to write a journal entry in which they explain how they determine the main idea from supporting details or in which they describe nonfiction features that help them know something is important.

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Where can I go for additional ideas or resources related to determining importance?

Harvey, Stephanie, & Goudvis, Anne. (2000). Strategies that work: Teaching comprehension to enhance understanding. York, ME: Stenhouse.
Chapter 9 of this idea-packed text includes several strategy lessons and student work samples related to determining importance.

Miller, Debbie. (2002). Reading with meaning: Teaching comprehension in the primary grades. Portland, ME: Stenhouse.
Chapter 9 of this teacher-friendly text includes several primary lessons and student work samples related to determining importance.

Outsen, Nicole, & Yulga, Stephanie.(2002). Teaching comprehension strategies all readers need: Mini-lessons that introduce, extend, and deepen key reading skills—and promote a lifelong love of literature. New York: Scholastic Professional Books.
Chapter 8 of this teacher-friendly text includes mini-lessons to introduce and extend the strategy of identifying big ideas.

ORC Links

Guisinger, Paula. (2009). AdLIT Reading strategies—Determining importance
Similar to the elementary reading strategies, this strategy provides definitions and activities about determining importance for adolescent readers. This resource would be especially helpful for upper elementary grade teachers looking to extend the strategy.

ODE Assessment Item, Grade 3: Sable: What is the main idea? (ORC #5634).
This item from a previous third grade achievement test includes the story Sable and a multiple-choice question asked in relationship to the main idea. There is a brief explanation of why two answers are incorrect.

ODE Assessment Item, Grade 4: Mae C. Jemison: First black woman in space (ORC #5964).
This item from a previous fourth grade achievement test includes a nonfiction selection Mae C. Jemison and a multiple-choice question asked in relationship to the main idea. There is a brief explanation of the answers.

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Key terms and definitions

Guided reading: In guided reading, the teacher works with a small group of students who have similar strengths and needs and who are at the same or a similar instructional level. The ultimate goal is comprehension. Texts are selected based on the specific level and needs of the group. The structure of a guided-reading lesson is as follows: selecting the text, introducing the text, reading the text, revisiting and discussing the text, and teaching for processing strategies. Working with words and extending the meaning of the text through writing are optional components that the teacher includes or excludes based on student needs (Pinnell & Scharer, 2003, p. 42).

Guided practice: According to Stephanie Harvey and Anne Goudvis (2000, p. 13), guided practice involves a gradual release of responsibility to students. Immediately after a strategy has been modeled, the teacher and students practice together. The teacher scaffolds student attempts, provides feedback, and allows students to share with peers.

Main idea: According to Ohio's Academic Content Standards (ODE, 2001, p. 304), the main idea is the gist, central thought, or chief topic of a passage. The main idea may be stated or implied. It is a statement in sentence form which states the major topic of a specific passage or text.

Mini-lesson: A short, often whole-group, lesson in which the teacher introduces a strategy, explains why the strategy is important, demonstrates the strategy, and clearly states what good readers do (Pinnell & Scharer, 2003, p. 176). The mini-lesson is interactive and is based on student needs.

Pair-share: Following a mini-lesson, think-aloud, or specific teacher prompt, a pair of students engage in a discussion, practice a strategy, or respond together as a way of making meaning and connecting to what has been learned (Harvey & Goudvis, 2000, 39).

Strategy group: Students who are grouped based on evidence of need with a specific strategy, rather than instructional level. In strategy groups, texts are selected that support practice with the skill or strategy being practiced (Szymusiak & Sibberson, 2001, p. 64).

Think-aloud: Instructional demonstrations in which the teacher models the processes and specific self-talk that he or she uses as an effective reader (Harvey &Goudvis, 2000, p. 33).

Theme: According to Ohio's Academic Content Standards (ODE, p. 308), a theme is a major idea broad enough to cover the entire scope of a literary work. The theme may be stated or implied. Clues to help determine theme are found in the ideas that recur or are given special prominence throughout the work.

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References

Beers, S., & Howell, L. (2003). Reading strategies for the content areas. Alexandria, VA: Association for Supervision and Curriculum Development.

Fountas, Irene C., & Pinnell, Gay Su. (2006). Teaching for comprehending and fluency: Thinking, talking, and writing about reading, K–8. Portsmouth, NH: Heinemann.

Harvey, Stephanie, & Goudvis, Anne. (2000). Strategies that work: Teaching comprehension to enhance understanding. York, ME: Stenhouse.

Miller, Debbie. (2002). Reading with meaning: Teaching comprehension in the primary grades. Portland, ME: Stenhouse.

Ohio Department of Education. (2001). English language arts academic content standards, http://www.ode.state.oh.us/GD/DocumentManagement/....

Pinnell, Gay Su, & Scharer, Patricia L. (2003). Teaching for comprehension in reading, grades K–2: Strategies for helping children read with ease, confidence, and understanding. New York: Scholastic Professional Books.

Szymisiak, Karen, & Sibberson, Franki. (2001). Beyond leveled books. Portland, ME: Stenhouse.


Jackie Wissman worked at Indianola Elementary in Columbus Public Schools for ten years as both a classroom teacher and Literacy Collaborative Coordinator. She has her MA from The Ohio State University with a focus on reading development. She works as a consultant to provide professional development focusing on supporting struggling adolescent readers.