Capacity Building of Key Stage 1 Teachers on

Learning Recovery in Literacy and Numeracy

Module 1
Session 1
BUILDING SKILLS IN READING
(Getting Main Idea & Noting Details)
 Module 1
Session 1

MODULE NO 1 SESSION 1

SESSION TITLE: BUILDING SKILLS IN READING

(Getting Main Idea & Noting Details)

SESSION OBJECTIVES:
Terminal Objectives: At the end of this module, the teachers will be able to:

Proficient Teachers
develop a lesson plan that would reflect the different teaching-learning
activities that can be used to enhance learners’ skill in getting main idea and
noting details from an expository text read / listened to

Highly Proficient Teachers

model a range of teaching-learning activities that can be used to enhance
learners’ skill in getting main idea and noting details from an expository text
read / listened to

Enabling Objectives
Specifically, they shall be able to:
1. identify different teaching-learning activities that will develop learners’ skill
in noting details and getting the main idea;
2. apply a range of teaching-learning activities that can be used to enhance
learners’ skill in getting main idea and noting details from an expository text
read / listened to;
3. simulate how the different teaching-learning activities will be done in the
classroom; and
4. share reflections on how using these teaching-learning activities will
contribute in developing the learners’ literacy skills

CONTENT: Reading Comprehension

● Noting Details
● Getting the main idea (topic sentence) & supporting
details

ESTIMATED TIME REQUIRED: 240 minutes

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INTRODUCTION

Hello, teachers!
Welcome to this resource package. We are here to help you hone your skills
in teaching literacy to your learners to better understand texts listened to
or read. Together with your principal, master teachers, and teachers, we
are pleased to be your companion as you go through your journey in this
module.
This resource package hopes to contribute to this commitment. As a
teacher, preparation of the lessons for the learners is quite challenging
because you have to consider the level of understanding of the learners
and the appropriateness of the learning materials to be used so that both
would contribute meaningfully to their acquisition of target competencies
in literacy development.
Since one of the main components of the 21st century skills expected of
learners to be equipped with it is the higher-order thinking skills, it is very
important that learning experiences in the classrooms be designed to
stimulate them to use complex ways to think about what they are learning
and be able to express their ideas freely.
This skill includes telling what an author does after listening or reading
an expository text by noting important details and identifying the main
idea and supporting details. According to the study of Stevens, et.al. (2019),
identifying main ideas is an active, meaning-making process that
facilitates comprehension because it helps the reader remember important
information and develop a good understanding of the text. Moreover,
noting details is also an important skill for reading comprehension as it
enables learners to find the details that support the main idea of the text.
Introducing expository texts at this stage as part of reading comprehension
activities prepares the learners for content reading as they move to
intermediate grade level. Thus, this module will introduce you to the
different teaching strategies and varied learning activities that would
promote literacy through honing the learners’ skills in noting details and
getting media after listening or reading an expository text.

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TARGET INDICATOR/S & COMPETENCY/IES

PPST:

Proficient Teachers:
1.5.2 Apply a range of teaching strategies to develop critical and creative
thinking, as well as other higher-order thinking skills

Highly Proficient Teachers:

1.5.3 Develop and apply effective teaching strategies to promote critical and
creative thinking, as well as other higher-order thinking skills

OVERVIEW

In this module, we will focus on the different teaching strategies and

activities that may be used during classroom instruction to develop learners’
critical and creative thinking, as well as other higher-order thinking skills so
that they are able to tell what an author does after listening to an expository
text.

Particularly, it will explore varied learning activities that promote the

acquisition of the different competencies such as talk about texts identifying
major points and key themes (main idea & supporting details); identify
important details in expository text listened to, ask and respond to questions
about informational texts listened to (environment, health, how-to’s, etc.), recall
details from texts viewed/ listened to (noting details); and use different sources
of information in reading as well as identify and use the elements of an
informational/ factual text heard (expository text).

The development and acquisition of these competencies, particularly

noting details and getting the main idea, provide a strong foundation for
learners to better understand and interpret the meaning of texts they have
listened to or read.
Moreover, when learners are able to use their knowledge of expository text
types, they can easily note important details and use these details to correctly
identify the main idea, and accurately tell what an author does.

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Thus, this module contains varied suggested activities that are applicable
for classroom use. Each activity is explained with clear procedures in the
application of the different strategies in teaching the identified least learned
competencies.

Moreover, teachers should be able to teach the content using explicit

instruction to enable learners to better understand the content.

SUPPORT GROUP

Teacher Lucy, a Grade 3 teacher, is teaching how to get the main idea.
First, she asked the learners to read a one-paragraph text silently. After reading,
she started asking questions about it. She noticed that fewer and fewer hands
were raised as her questions progressed from literal,
to inferential, to critical. When she finally asked, “What
do you think the text is all about?”, her pupils either
gave the first sentence or the title of the text.
When discussing what a main idea is, she simply
told the learners that they need to read the text
carefully and find what the text is mostly talking about.
Then, she asked them to read more sample texts and
identify the main idea for practice. At the end of the
class, the index of mastery showed that only 25% of
the learners mastered the competency. Image used is google-sourced.

Probing Questions:
1. What difficulty is experienced by the teacher in teaching this
competency? Do you have a similar experience? Please share.
2. What do you think is the difficulty experienced of the
learners which resulted in the low index of mastery?
3. What can be improved in the teaching strategy used by Teacher
Lucy so that the lesson will be better understood by the learners?
4. What do you think is your role as literacy teacher in guiding the
learners achieve mastery of this skill?

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SELF-REFLECTION

Now let us reflect on our current practice regarding the use of different
strategies in teaching, noting details and getting the main idea using
expository texts listened to.
Based on the key concepts, I have written down my reflections.
- I Know different teaching strategies that help learners note
important details from an expository text listened to and
determine its main idea

- I Do use different strategies in enhancing learner’s

performance in literacy

- I Feel that learners can perform better when their basic

skills are well-established

This time, it is your turn to reflect on your knowledge, skills and

attitudes in line with the indicator. You may write it on the boxes below.

Knowledge
As a Literacy Teacher, I know…

Skills
As a Literacy Teacher, I do …

Attitude
As a Literacy Teacher, I feel …

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Key Concepts

EXPOSITORY TEXT is a form of text that gives facts or information about

a topic in an organized way. The purpose of the author is to inform,
explain, describe, or define his or her subject to the reader. It provides
facts in a way that is educational and purposeful.
Examples of expository text are information from textbooks and
encyclopedias, factual and scientific reports, journal articles, recipes,
biographies, how-to manuals, assembly instructions, write-ups, essays,
thesis, history, social sciences, etc.

Expository Texts typically follow one of the five formats:

1. descriptive tells what a person or thing is like by describing its
characteristics
2. sequence lists a series of events according to what happened or
steps in a process like a recipe
3. cause and effect tell the reasons that make other things happens
(cause) and describes what happened or the results (effect)
4. compare and contrast looks for similarities of (compare) or
differences (contrast). They used words like both, also, the same, or
however, but, yet.
5. problem and solution identify the problem/s and gives possible
solution/s to it.

NOTING DETAILS is finding bits of ideas or information about a text read

or listened to. It is a skill that enables learners to accurately answer wh-
questions.
WH-Questions include Who, What, When, Where, and Why, and
sometimes How. These are questions that ask for basic information or
important details from the story. Each question should have an answer
based on what was listened to or read.

1. Who – asks about a person

Ex: Ben runs to the bus. Who runs to the bus? (Ben)
2. What – asks about something
Ex. The man has a pet. What does the man have? (a pet)

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3. When – asks about the time, day, or date

Ex. Ben fell in the well yesterday. When did Ben fall in the well?
(yesterday)
4. When – asks about the place
Ex. The duck is in the tub. Where is the duck? (in the tub)

5. Why – asks about a reason

Ex. Why is the sky blue?

6. How – asks about the manner, condition or quality

Ex. How does this work?

MAIN IDEA is the central thought of a paragraph or larger section of text,

which tells what the whole text talks about. It is the most important thing
the paragraph says about the topic.
To be able to tell what the main idea of a paragraph is, you will have to
figure out first the topic. The topic is what the paragraph is all about.
Then, look for the key sentence or the topic sentence, the sentence that
tells the most important idea about the topic. It can be found at the
beginning, at the middle, or at the end of a paragraph or selection.

SUGGESTED TEACHING-LEARNING ACTIVITIES:

A. Noting Details and Getting Main Idea from Expository Texts Listened to
WHAT TO DO?
Listening Activity - is a strategy that strengthens listening
comprehension of the learners. As they are gradually introduced to
expository texts, it is important to expose the learners to different text
types and provide them with opportunities to explore this kind of text.
Initially, a text will be read to the learners. As they listen, they try to
remember the important details they heard and get the main idea of the
text.

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HOW TO DO IT?
1. The teacher looks for and selects several examples of short expository
texts that may be read aloud to the learners. It may be about any of
the following:
● Describing a person, place or an object
● Explaining the steps on how to do something (like tie a shoelace)
● Reasons why things happen (like why pupils are late to
school?) and its effect (like what happens when you don’t
brush your teeth?)
● Providing facts on a topic (like what do plants need to grow)

*The teacher must carefully examine the suitability of the text for the
level of learners considering the words used, number of syllables in
the word, length and structure of sentences, as well as the number of
sentences in the whole text. Typically, for KS1 learners, a paragraph
should be made up of a minimum of five simple sentences and a
maximum of ten.

2. As the texts are chosen, the teachers need to plan an activity (aside
from question and answer) on how the learners will demonstrate
their understanding of the text by noting important details and
getting the main idea. It may be done through any of the following:

a. Using graphic organizers such as semantic webbing /

mapping
After listening to the text, the learners will be asked to draw
the important details and what the text mainly talks about
from what they heard using semantic webbing. Have them
draw the main idea inside the innermost circle and the details
on the surrounding circles.
Example:
There are many things that plants need to grow and stay
healthy. They need sunlight to make food. They also need
water and nutrients. They get it from the soil. They also need
to have air and enough space to grow.

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Images used are google-sourced.

b. Matching pictures with sentences

After listening to the text, have the learners select the
illustrations that depict the details discussed in the text. If the
text tells a procedure or certain sequence, the learners may
be asked to arrange the pictures according to the steps
discussed. If the text talks about the reasons or effects of
something, the learners may be asked to determine which
pictures were mentioned in the text.

Example:
How many times do you brush your teeth in a day? What will
happen if you don’t brush your teeth regularly? First, you may
get bad breath. Your friends will not want to talk to you. Second,
you can get holes in your teeth called cavities. Third, you can
get yellow, sticky stains on your teeth called plaque. It may
cause your teeth to ache a lot. Last, your teeth may fall off and
you will be too shy to smile.
Ask: Based on the text you listened to, which pictures tell
what will happen if you don’t brush your teeth?

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Source: Peekaboo Kidz. (n.d.). What If We Stop Brushing Teeth?. Retrieved from https://youtu.be/XbxsdbisXzU

c. Drawing a picture
After listening to the text, the learners would be asked to draw
a picture of what the text is all about. This will demonstrate
their understanding of what they have listened to.

Example:
My sister is very pretty. She has long black hair. She also has
dimples on her cheeks. She has round, brown eyes. Her lips are
red. She really looks nice.

Image used is google-sourced.

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1. Before conducting the listening activity, remind the learners to listen

carefully to the text to be read and pay attention to what is being
discussed. The text will only be read twice. Then, explain what they
are expected to do after listening to the text.
2. After reading the text to the learners twice, have a short oral
discussion of the text read before proceeding to the activity.
3. Give the learners enough time to finish their tasks. Then call some
learners to share their answers or outputs to the class.
4. Discuss the correct answers with the learners and give them time to
correct their answers.
5. As a conclusion, have learners volunteer to retell what the text they
listened to is all about.

B. Noting Details and Getting Main Idea from Texts Read

Activity 1: Noting Details using the Cornell Two-Column Notes
WHAT TO DO?
Students identify the main ideas and important information of a topic,
a prerequisite to developing insight, by writing the main points in one
column and supporting or essential details in a second column.
Underneath these columns students then write a one or two sentence
summary to encapsulate the main ideas.

HOW TO DO IT?
1. Prepare a reading text for the learners. After reading the text,
ask the learners to take down notes using the Cornell Two-
Column Notes.
2. Guide the learners in doing the activity. Ask them to divide the
notes into three (3) parts.
3. Let the learners keep the general idea or the most important
ideas in the right column and use the left column to complement
the general idea.
4. Tell the learners to write notes in the margin to understand
and relate each part.
5. Instruct them to prepare a brief summary of the key points that
will serve as a reflection of the notes.
6. Process the learners' answers and check if they got it correctly.
7. Do some clarifications of the activity to ensure that learners
have a full grasp of the activity.

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Please see sample below

Cornell Two-Column Notes

Keywords Notes
Topic:
Keyword 1 1.
A.
B.
C.
Keyword 2 2.
A.
B.
C.
Keyword 3 3.
A.
B.
C.
Summary:

Activity 2: Note Taking using Graphic Organizer

WHAT TO DO?
Graphic Organizers are useful educational tools in any subject area.
They help learners organize their thoughts and ideas for answering
questions, function as a pre-writing tool for essays, and provide a visual
display of information. The teacher will ask the learners to do a note
taking on the important events in the text read using the graphic
organizers.

HOW TO DO IT?
1. Choose an expository text suitable for the level of the learners.
2. Decide on a graphic organizer to be used for the chosen text.
Remember that there are graphic organizers more
appropriate for a particular text.

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Example: Venn diagram for texts comparing and

contrasting flowchart for texts discussing
procedures / steps
t-chart for texts talking about causes and effects
semantic details for texts that give descriptions /
details
3. Be sure to discuss how to use the graphic organizer to the
learners before asking them to answer it.
4. Distribute the copy of the text to the learners and the graphic organizer.
5. After reading the text, ask the learners to record the
important information gathered from the text with the
use of a note taking organizer.
6. Process the learners' answers and check if the learners got it correctly.
7. Do some clarifications of the activity to ensure that learners
have a full grasp of the activity.

Please see samples below.

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Topic

Cause
Effect

Cause

SEQUENCE
After reading the text, put the events or details in
T Chart
sequential order.

How does the author’s use of sequencing help you

understand the text?

Images used are google-sourced.

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C. Main Idea & Supporting Details

Activity 1: MysteryBag/Box
WHAT TO DO?
Mystery Bag/Box is a fun activity to teach the main idea in a backward
way. Several items are placed inside a bag (or box) with the majority of
the objects, when put together, implies one specific idea.
For example, objects in the bag include - spoon, fork, plate, bowl, glass,
mixed with pail, shovel, and leaves (real items may be replaced with
pictures). Learners need to select the items that go together and
eliminate those that do not belong. Then, they will come up with a term
to name those objects that were grouped together.
This strategy not only helps the learners find connections between the
items but also stimulates their skills in classification and generating
ideas.

HOW TO DO IT?
1. Prepare several mystery bags/boxes according to the expected
number of groupings of learners in the class.
2. Fill each mystery bag/box with eight to ten objects (real or photos)
with the majority of the objects related to one another (5 out ot 8 /
7 out of 10). Ensure that the level of difficulty for grouping the
objects with shared connections is within the level of the learner
and simple enough for them to figure out. Avoid including objects
that would further confuse the learners.
3. Create a recording sheet with corresponding letters to the bags, so
learners can list the objects and eventually identify the main idea.
4. Before distributing the mystery bags/boxes to the groups, explain
step-by- step what the learners are expected to do. For clarity, the
teacher may demonstrate first how to do it. Remind also the
learners of the proper behavior during the activity.
5. Then, distribute the mystery bags/boxes to each group. Give them
ample time to bring out each object and study them carefully until
they find the connection.
6. Allow them to discuss among themselves which objects are related
to each other and figure out the specific idea that these objects
point to. Then, they can decide which objects should be removed.
Have them complete the record sheet.

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7. During the activity, it is imperative that the teacher oversees the
processing of the learners so that when learners are having
difficulty in determining relationships, the teacher may approach
the group and provide guidance.
8. At the end of the activity, the teacher will process the learners'
answers and check if the learners got it correctly.

● The teacher will use the art of questioning to learners where

they will be given an opportunity to express their opinions
about the objects in their mystery bag/ box.
● Then, the teacher may further discuss the concept skill to
learners and clarify issues to further enhance learning.

Activity 2: Main Idea Picture Analysis

WHAT TO DO?
Main Idea Picture Analysis or imagery analysis is the extraction of
meaningful information from images; mainly from digital images by
means of digital images processing techniques.

HOW TO DO IT?
1. Gather images from a variety of online resources, which depicts
different scenarios and establishes a specific context and players
within the interaction for analysis.
2. Put on the side the choices that a learner can choose from to
describe the pictures.
3. Ask the learners to study the pictures / images carefully and
decide which from the options tell about what is shown in the
pictures.
4. Process the learners' answers and check if the learners got it correctly.
● The teacher will use the art of questioning to learners where
they will be given an opportunity to express their opinions
about the text read.
● Discussion of the concept skill to learners and clarify
issues to further enhance learning.

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Please see sample below:

Choose the letter that tells about the major point / key theme the
pictures are about. Write your answer on the space provided before
each number.

1. A. Boys play basketball and girls

play volleyball.
B. The ball games children can play.
C. The children are playing outside.
Image used is google-sourced.

2. A. Children love to read books

B. Children can sing and dance
C. Children do different activities
to learn
Image used is google-sourced.

SUGGESTED ASSESSMENT STRATEGIES

A. Four Corners
WHAT TO DO?
Four Corners is an activity that allows mobility in the classroom while
sharpening their listening skills. The teacher reads a short expository
text to the learners and then asks questions about it after. To answer,
the learners will go to the corners in the room marked with letters A, B,
C, & D.

HOW TO DO IT?
1. Look for brief expository text to read aloud and prepare at least five
questions with choices about the text.
2. Before the activity starts, explain clearly what the learners are
expected to do and remind them of the proper attitude and behavior
/ or classroom etiquette (e.g. no pushing, be honest, etc.).
3. Begin the activity by reading the text aloud to the learners twice.

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4. After reading the text, read aloud the questions twice. After the
second reading, signal the learners to move towards the corner of
the classroom which represents their answers.
5. When all learners have chosen their corners, give the correct answer.
Learners with wrong answers will be asked to sit down. They may
continue answering the questions, but instead of standing in a
corner, they have to write their answers in their notebooks.
6. Read aloud all the questions and options until everything has been
asked and answered. Learners who remain standing means they
were able to listen well and understand the text listened to; thus,
getting all answers correctly.

B. Show-Me Board
WHAT TO DO?
Show-Me Board is a strategy that prompts learners to write their
answers on a board and raise it to show to the teacher after the given
time. It is also a test of their listening skills since they are expected to
listen well to the text and the questions so that they can write the
correct answers.

HOW TO DO IT?
1. Look for brief expository text to read aloud and prepare at least five
questions with choices about the text. The answers to the questions
should be short and simple enough for the learners to write or the
teacher may include options so that learners will only write the letter
of their answer.
2. Explain what the learners are expected to do. Remind them to avoid
looking at the answer of their classmates.
3. Read the text clearly and carefully. Then, read the questions and
options twice (if there is) before letting the learners write their
answers.
4. After the specified time, ask the learners to raise their boards to
show their answers. Take note of the learners who got the answers
correctly and incorrectly.
5. Repeat this until all questions have been asked and answered.

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C. Graphic Organizers
WHAT TO DO?
Graphic organizers, aside from its use as a visual learning tool to aid
learners in organizing their ideas, it may also be used as a form of
assessment to evaluate learners’ understanding of a text read. As an
assessment tool, a graphic organizer will demonstrate how a learner
processes the details found in the text to distinguish its distinct
structure and eventually determine its main idea.
HOW TO DO IT?
1. Choose grade-level appropriate texts for the learners to read.
2. Instruct them to read the text thoroughly and complete the given
graphic organizer.
3. Allow ample time for them to finish working on the text.

D. Restating Information
WHAT TO DO?
Restating information is an effective assessment strategy to gauge the
extent of comprehension a learner has for a text and determine if higher
order thinking skills were utilized to process the text. Using this
strategy, the learner will have to say what the text is all about using
different words. It may be done orally or in writing.
HOW TO DO IT?
1. Choose grade-level appropriate texts for the learners to read.
2. After giving them enough time to read, retrieve the copy of the text
and ask them to restate the information based on their
understanding. Prompt questions may be given such as:
➢ What did you understand about the text?
➢ What is the text talking about?
3. To restate the information, the teacher may ask the learners to write
it down on a piece of paper, which may be done as an individual or
whole class activity.
*If restating will be done orally, there might be a need to provide a
different text for each learner.

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E. Writing (Essay)
WHAT TO DO?
Writing an essay is a focused piece of writing that develops an idea or
argument using evidence, analysis and interpretation. Learners will
write a paragraph containing important details about the topic and its
main idea. Essays respond to a writing prompt or writing topic.
HOW TO DO IT?
1. Discuss the rules and guidelines in writing an essay.
2. Set goals and expectations in the writing activity.
3. Present the rubrics before the activity, so that the participants
will be able to check how they will be graded in their writing
activity.
4. Writing: Set out your argument in the introduction,
develop it with evidence in the main body, and wrap it up
with a conclusion.
5. Revision: Check the content, organization, grammar,
spelling, and formatting of your essay.
6. Final Draft- for submission

OTHER SUGGESTED ACTIVITIES:

Below are other ways to assess the learners. The teacher will give
instruction to learners on what to do on the following suggested
activities.
A. Complete the Lyrics
WHAT TO DO?
Complete the Lyrics is an activity that tests the auditory skills of learners
by listening to familiar songs and completing the lyrics. By using familiar
songs with simple lyrics, learners could use their listening skills to capture
the missing words.
HOW TO DO IT?
1. Choose a familiar song for the learners and select a part of the song
(1 - 2 stanzas + chorus)
2. Remove significant words from the lyrics and replace them with
blanks. The words should be common and can easily be spelled by
the learners.

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3. Give a copy of the incomplete lyrics to the learners.
4. Instruct the learners to write the missing words on the blank as they
listen to the song.
5. Play the song twice and let the learners complete the lyrics of the song.
6. To end the activity, the whole class may be asked to sing the song all
together using their copies of the lyrics as guide.

B. Worksheets
WHAT TO DO?
Worksheets are learning resources that may be used to reinforce skills
that require practice for mastery. These are common pen-and-paper
activities that provide enrichment exercises to help learners attain mastery
of the target skill.
HOW TO DO IT?
1. Choose grade-level appropriate texts for the learners to read.
2. Based from the text, prepare a set of activities that provides practice for
learners in noting details and identifying main ideas. Learners may
write the letter of the correct answer or draw their response to the
question.

C. Color-coded Reading
WHAT TO DO?
Color-coded Reading is a good activity that tests the skills of learners in
identifying the main idea and the supporting details in a given text. The
learners are tasked to use a specific color to highlight sentences / phrases
in the text that contains the main idea and details.
HOW TO DO IT?
1. Choose grade-level appropriate texts for the learners to read.
2. Instruct the learners to read the text carefully and look for the main
idea and supporting details.
3. Have them color the main idea red and the supporting details blue.
4. They may also be asked to color the title of the text yellow and the
name of the author (if any) green.

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Example:
Swimming is one thing that can be done at the beach. Snorkeling is another
thing that can
detail detail

be enjoyed. Playing beach volleyball can be a lot of fun. It is also fun to look for
shells.
detail detail

Some people simply like to sunbathe. There are really many fun things to do
at the beach.
detail main idea

D. Working Backwards (Details to Main Idea)

WHAT TO DO?
Working Backwards is an activity that asks the learners to start from the
details before arriving at the main idea. The teacher will provide details
about the topic one by one, which will serve as clues for the learners. Their
task is to be able to guess what the topic would be about before all the
clues have been given out by the teacher.
HOW TO DO IT?
1. Give clues about the target topic and ask the learners to identify the
main topic of the text.
2. Using a semantic web, write the details of the selection in the outer
bubbles one by one. As one detail is added, pause, and ask the learners
if they could guess what the main topic would be. Continue to do this
(add detail, pause, and ask) until the last detail has been added.
3. When all details have been placed, let the learners guess the topic and
discuss it among themselves. It is possible that learners may guess
what the topic is even before all details have been added.

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Example:

TOPIC: Ways
to
Stay Healthy

Detail Detail #2: Detail #3: Detail #4: get Detail #5:
#1: drink wash enough rest Detail #6:
eat vegetables
exercise hands and sleep eat fruits
plenty of
daily water frequently
Images used are google-sourced.

E. Does It Belong
WHAT TO DO?
Does It Belong is an activity that reinforces the concept of determining
whether a specific detail supports the main idea or not. After reading the
text, the main idea is identified. Then, different sentences containing
details are presented to the learners. They have to determine if that detail
supports the main idea or not.
HOW TO DO IT?
1. Choose grade-level appropriate texts for the learners to read.
2. Give the learners enough time to read the text or let them listen to the text
twice.
3. After reading the text, prepare statements / sentences about the text
read / listened to.
4. Have the learners go through the sentences and decide whether
they contribute to the main idea or not.
5. Ask the learners to give thumbs up/down to tell whether the detail
belongs or not.
6. A variation of the activity is asking the learners to add more details
that will support the main idea.

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 Module 1
Session 1

PROFESSIONAL DEVELOPMENT PLAN

After exploring this module, you now have a better appreciation of the
indicator. Based on your professional reflection, think of ways on what you
can do to further enhance your knowledge, skills and attitudes in this
indicator. Fill in the personal action plan below.

STRENGTHS DEVELOPMENT ACTION PLAN TIMELINE RESOURC

NEEDS E
NEEDED
What are What are the What can you When will
the skills skills you need to recommend for you What
you are improve? your implement assistance/
good at? development your plan? resources do
intervention? you need to
implement the
plan?

25
 Module 1
Session 1

Resource Library

10 GREAT Activities to Teach Main Idea and Details. (16 November 2017).
Retrieved from https://educationtothecore.com/2019/11/10-great-
activities-to- teach-main-idea-and-details/

Adams, Grace. (2021). Wh- Questions and Why They’re Important. Retrieved from
https://www.learninglinks.org.au/wh-questions/

Expository Text : Worksheet for Second Grade English Language Arts. (2015).
Retrieved from
https://www.biglearners.com/?blKey=showWSPDFOnPage&wsCatCode=
6ae96e f7c7708301133cfd22be4e54f2

Peekaboo Kidz. (n.d.). What If We Stop Brushing Teeth?. Retrieved from

https://youtu.be/XbxsdbisXzU

Santos, C. (19 March 2021). English Quarter 3 Module 1 Identifying Important

Details in Expository Texts Listened To. Retrieved from
https://www.youtube.com/watch?v=vt7jRZxqCeA

Santos, D. (2017, October 3). 5 Popular Note Taking Strategies. Retrieved

from https://www.goconqr.com/en/examine/blog/4-note-taking-
strategies

Stevens, E.A., Park, S., Vaughn, S. (2019). A Review of Summarizing Main Idea
Interventions for Struggling Readers in Grade 3 Through 12: 1978 -
2016. Remedial and Special Education 2019, Vol. 40(3) 131-149.
Retrieved from https://files.eric.ed.gov/fulltext/EJ1214953.pdf

Teacher Tin. (30 March 2021). ENGLISH 2 Q3 – Module 1 Identifying Important

Details in Expository Texts Listened to. Retrieved from
https://www.youtube.com/watch?v=pbvfK6e0r2U

What is Expository Text? - Definition, Types & Examples. (28 September

2015). Retrieved from https://study.com/academy/lesson/what-
is-expository-text- definition-types-examples.html.

All images are google-sourced.

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