Main Idea and Key Details

Cooperative Learning Model

General Cooperative Learning Page 315.
Grade 3 Language Arts

1. MATERIALS/PREPLANNING
Materials: Articles, Chart Paper, Bands, Markers,
Interact To react to one another in a social situation.
Arrange To put in an order
Enclose To put something around a thing to separate it from other things or people.
Literature Read Works: Habitats Zoos

2. OBJECTIVE
3. Students in grade 3 will be able to identify the main idea and supporting details within a text and explain how key
details support the main idea.
4. Blooms Cognitive Taxonomy: Understand. DOK: Level 1: Identify
5. RI 3.2 Determine the main idea of a text; recount the key details and explain how they support the main
idea.
6. RI 3.10 By the end of the year, read and comprehend informational texts, including history/social studies,
science, and technical texts, at the high end of the grades 2-3 text complexity band independently and
proficiently.
7. ASSESSMENT Perfect Assessment Tool Rationale:
Formal Assessment: Quiz. Social Learning theory implies that people learning from
Collaborative Project Presentation Rubric attached. interacting with one another through observation,
imitation and modeling. This theory supports the perfect
assessment because students first find and discuss the
information within small groups before presenting the
information to the whole group. Students are graded
based on the knowledge gained through collaboration.
4. CENTRAL FOCUS/ PURPOSE (2 parts to include)
Students in grade 3 will apply a range of strategies to identify the main idea and key details within the text. Students will
discuss how the key details support the main idea.
2. Class, today we will be identifying the main idea and key details within a passage. You will practice identifying the main
idea and key details in different texts. You will answer the essential question: How do the key details support the main idea?
Remember, we must first identify the main idea and then identify key details that tell us about the main idea.

5. MOTIVATION FOR LEARNING

Intrinsic Motivation for learning as students work collaboratively with others and follow the teachers guidelines to complete
the assignment successfully. Cooperative learning is an intrinsically motivated lesson structure because students working in
small groups are less competitive and more supportive of their classmates.
Using colored bands, I will group students informally, allowing students to become excited about their group because of their
ability to choose the color of the band.
This lesson promotes growth mindset because the teacher establishes expectations for collaborative group work. This
includes encouraging group members and staying positive. When all students work collaboratively, they find success within
the job assigned to them.

6. PRE-LESSON - Just before teaching the new lesson do the following:

Previously learned material: Referring explicitly to the text as a basis for answers and information.
Class, today we will be identifying the main idea and key details within a passage. You will practice identifying the main idea
and key details in different texts. You will answer the essential question: How do the key details support the main idea?
Remember, we must first identify the main idea and then identify key details that tell us about the main idea.

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6. LESSON BODY: Provide text page #315-317 & 339 - 341 for your lesson. Follow the exact steps provided in the
text for the lesson you are teaching. Clarity is the key.

Step 1 Introduce the Task: Class, today we will be working collaboratively (in small groups). We are going to practice identifying
the main idea and key details in the text. Today, we will be working with an article and chart paper. We will be
dividing into groups, and working together to write the main idea and key details within the text.
Timeline: Picking Groups: 5 min
Discussing Expectations and Guidelines: 10 mins
Practice the concept and work in small groups: 15 mins
Reflect on the information: 10 mins
Measure group and individual accountability: 10 mins
Assess Learning: 20 mins.
Lesson Time: 70 mins.

Step 2 Name, Teach and Practice Targeted Social Skills: Today we will be practicing how to work together collaboratively. We will
break into small groups and each one of you will have a job for the group. Lets establish a few expectations for
working in small groups. Today we are going to practice being supportive, being a good listener and taking turns to
speak and share ideas. Lets talk about what it means to be supportive of your group. (listen for student answers
and provide feedback.) Lets talk about what it means to be a good listener (listens and provides feedback.) Lets go
ahead and talk about what it means to take turns to speak and share ideas. (listens and provides feedback to
student responses).

Now we will break into groups. Please choose a colored band from the container. Find your peers with the same
color. This is your group.
Each of you will have a group job.

Step 3 Implement the lesson and monitor student interactions: You will have 15 minutes to locate the main idea in the text. You
are responsible for being supportive: being a good listener: and taking turns to speak and share ideas. You are also
responsible for your group job. When I say, Collaborate, you say, Okay Ready? Collaborate (Okay)

Step 4 Summarize Learning: You are now going to write in your writing journals to reflect your learning. Our essential question is:
How do the key details support the main idea?

Step 5 Measure Group and Individual Accountability: Using Haiku, I would like you to log into a survey that I have created. This
survey asks about your job and the jobs of your peers. Please complete this survey now.

Step 6: Assess Learning: You will now complete a quiz that will assess your knowledge of text. Remember to refer explicitly to
the text for basis of your answers.

7. ASSIGNMENT
Perfect Assignment: Students write the main idea in one color and write the supporting details using different colors. They
underline the text in the same color.
This is a perfect assessment because it helps the brain learn through episodic memory. The brain is able to use the
experience of visual and audio cues to store the information into long term memory. Because students learn from
collaboration, they are able to focus on modeling each other. Students are also focused on encouraging one another,
relieving stress and allowing the brain to focus on the information.
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8. Student Work Examples/Technology Support
Haiku Learning Survey.

Reflective Thinking/Curriculum Evaluation

9. Reflective Thinking/Curriculum Evaluation

Relevance: Explain how this lesson demonstrates your competence with one of the Graduate SLOs below? Delete unused
SLOs.

SLO 1: Demonstrate advanced understanding of the trends, issues, and research associated with education in
general and with their respective specialization.

This lesson demonstrates competence within developing an advanced understanding of trends, issues and research
associated with education in general and within the elementary level specialization. Within this lesson, I implement
collaboration, allowing students to model and learn from one another before applying the information to their own
understanding. By allowing students to identify the main idea and key details, I am utilizing social learning research that
promotes learning as students are able to practice the information introduced to them, and model one another. Allowing
students to reflect and provide feedback on their experience, also promotes long term memory as students are able to digest
correct collaborative group work.

Significance/competence: Using careful analysis and evaluative thought, address the points listed below. Add other
pertinent information that supports our competence by using this lesson model.

Though this lesson is based on the understanding level of Blooms cognitive taxonomy, learners are given the opportunity to
reach deeper levels of thinking such as understanding information learned to develop. To understand information on the
taxonomy means to use identify and understand how the information is used and why it is important. During the group
discussion, students will identify and understand why the information is present.

This model makes learning stick in long term memory because it allows students to learn from one another within a
collaborative social situation. Because students are not allowed to criticize one another, they learn through encouragement
and understanding.

The Cooperative Learning model is suitable throughout the curriculum in several areas such as developing an understanding
of a main idea and key details within literature. Students can also benefit from this model within science as they must be able
to recognize and identify habitats within nature. Strengths for the cooperative learning model of teaching include the ability to
develop student understanding of working collaboratively. Students also have the opportunity to practice their learned
knowledge in order to show mastery of the concept.

A weakness that I noticed within the Cooperative Learning Model is that students do not have the opportunity to present their
group work to the whole class. Students would benefit from presenting and receiving feedback but this is not included within
the cooperative learning model.

The cooperative learning model allows the teacher to group students however they see fit. Within my lesson, students were
grouped randomly, allowing ELD, Special Needs learners and Advanced students to be placed in ability grouping. I can
support advanced learners by placing them into their own group. I can support ELD students by placing them in groups with
higher level students to model after. I can also support special needs students in the same way.
CCSS: L 3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as a basis for
the answers.
ELD: SL.3.1, 6; L.3.1, 3, 6 Exchanging information and ideas with others through oral collaborative discussions on a range
of social and academic topics.

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 Link to Theory:

The Cooperative Learning supports the Social Learning model as students are able to work together and model after one
another.
Within this lesson, students are introduced to the information by connecting it to previous learning. Once students realize that
they have a familiarity with concept, they are ready to work together. In order to receive information that will be stored within
their long term memory, students must actively engage in class discussion and listen to others. The teacher will provide
feedback during this time. Allowing students to engage within groups allows them to engage with the information and
transmits this experience into long term memory.
A big idea within this theory is that learners learn from one another and absorb information by interacting with others.

This lesson links to the New Learning Sciences in the fact that it prepares learners for the demands of the 21st century. By
allowing students to master the content within the core subject of Language Arts through 21st century interdisciplinary
themes, students are able to practice learning and innovation skills. The Cooperative learning model allows students process
information from a variety of sources by interacting with others. Collaborative discussion and relating information into ones
own words helps learners develop the ability to understand new information presented to them.
I have found Read Works to be very useful in finding videos that perform the poems students will be studying

Growth Mindset

Within the Cooperative Learning Model, students are able to develop a stronger positive growth mindset. Students are able to
participate in convergent conversation that allows them to explore in small groups without being inhibited by negative criticism.
Because students receive guidelines and have specific jobs, they are able to focus on that job and interact with others in order to
learn. After students have explored the concepts they are able to implement this knowledge into a reflection. Because students can
write their own summaries, they can choose to implement aspects that are important to them.

Learning is rewarded by allowing students to discuss in small groups. Students are very interested in discussing with their neighbors
and this lesson model provides a constructive strategy for them to discuss without disrupting class. Students follow guidelines for
group work that allow them to feel safe and encouraged as they learn from one another.

Professional Actions/Areas for growth: What are your next professional steps in this area to keep moving forward as a
professional?

Discuss what went well and what changes you have made for improving learning.
During the activity, I realized that my third grade students may have needed to preview the text before practicing with it.
What have you learned about how learning happens?
During this process, I have learned that students can learn from one another in a way that is engaging for everyone.
What more do you need to read or learn?
I believe that I need to continue researching the major theories of thought as I have a strong understanding of social
development theory but would like to develop an understanding of other theories and how these can be implemented to
support learning. I would also like to continue developing growth mindset within my classroom in order to teach students how
to utilize growth mindset during learning. I also need to continue researching combination classes and how I can effectively
teach both grade levels at one time.
How does this add to your credibility to supervise student teachers?
Building a foundation of knowledge through research and experience adds to my credibility to supervise student teachers.
Implementing the Cooperative Learning Lesson Model supports learner success as it meets the needs of differentiated
learners and can be relayed to a student teacher for success within their own classroom. I also implement current research
including growth mindset and the P21 standards for practice. This allows my teaching to maintain a relevance within the
classroom and prepare learners for real world expectations. Placing a student teacher into my classroom will allow the
student teacher to equip their practice with current research and effective lesson models.

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