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EXPANDING THE LITERACY TOOLKIT:
INTERVENTIONS TO PROMOTE THE
LITERACY ACHIEVEMENT FOR
STUDENTS WHO ARE DEAF AND HARD
OF HEARING
COMPREHENSION STRATEGY TOOLKIT
Comprehension: Building Comprehension with
Main Idea Identification and Summarizing
November 13, 2013
CONTENTS Pennsylvania Common Core Standards
Pages 3-4 Identifying the Main Idea
Pages 5-22 Summarizing
Pages 23-35
1
http
://w
ww.
pdes
as.o
rg/S
tand
ard/
Com
mon
Cor
e
3
2
http
://w
ww.
pdes
as.o
rg/S
tand
ard/
Com
mon
Cor
e
4
Main Idea Chart
Name:____________________________ Date:__________
Paragraph Or
Section Details Main Idea
5
Main Idea Sentence
Name:____________________________ Date:__________
Detail 1 Detail 2
Detail 3 Detail 4
Main Idea Sentence
6
Ma
in Id
ea S
en
ten
ce
Deta
il 1
Deta
il 2
Deta
il 3
7
Gist Log
Name:____________________________ Date:__________
1. Who or what is the paragraph mostly about?
2. What is the most important thing about the who or what?
3. Write the gist/main idea in a complete sentence.
8
• Read a paragraph. – Read the paragraph silently. As you read, be sure to think
about what the words mean. • Ask yourself, “What were the main ideas and
details of this paragraph?” – Ask, “What are the main ideas and details?” This question
helps you think about what you just read. To help you, you may need to look quickly back over the paragraph and find the main idea and the details that are related to this paragraph.
• Put the main idea and details in your own words.
– Now put the main idea and details in your own words. When you put the information in your own words, it helps you remember the information. Try to give at least two details related to the main idea.
RAP Strategy
Main Idea: In Your Own Words
Must contain a complete thought Subject Verb
Must be totally accurate Must have new information Must make sense Must contain only useful information Must be in your own words Only one general statement per paragraph is
allowed
9
Sta
rt
Fin
ish
10
0
1
2
3
11
1
1
2
2
12
3
3
1
2
13
Mai
n Id
ea
Pro
mp
t C
ard
1. W
ho
is t
he
par
agra
ph
mo
stly
ab
ou
t?
2. W
hat
is t
he
mo
st im
po
rtan
t in
form
atio
n a
bo
ut
the
wh
o?
(Wh
at is
th
e m
ain
th
ing
the
per
son
did
in t
he
par
agra
ph
?)
Mai
n Id
ea
Pro
mp
t C
ard
1. W
ho
is t
he
par
agra
ph
mo
stly
ab
ou
t?
2. W
hat
is t
he
mo
st im
po
rtan
t in
form
atio
n a
bo
ut
the
wh
o?
(Wh
at is
th
e m
ain
th
ing
the
per
son
did
in t
he
par
agra
ph
?)
14
1.
Sally
pu
t ja
m o
n t
he
bre
ad.
Sally
pu
t b
utt
er
on
th
e
bre
ad. S
ally
cu
t th
e b
read
in
hal
f. S
ally
ate
he
r sn
ack.
2.
Mik
e t
oo
k a
bat
h a
nd
b
rush
ed
his
te
eth
. Mik
e g
ot
dre
sse
d, a
te h
is b
reak
fast
, an
d le
ft f
or
sch
oo
l.
3.
Jen
was
he
d t
he
dis
he
s an
d
mo
pp
ed
th
e f
loo
r. S
he
sw
ep
t th
e s
too
p. J
en
eve
n
too
k o
ut
the
tra
sh.
4.
At
no
on
, Pig
fe
lt v
ery
hu
ngr
y so
h
e m
ade
lun
ch. H
e p
ut
war
m
ho
tdo
gs o
n b
un
s. H
e m
ade
gre
en
b
ean
s an
d h
e f
ille
d a
cu
p o
f m
ilk.
Pig
pu
t th
e lu
nch
on
th
e t
able
.
15
5.
Do
g ra
n f
ast
to t
he
do
or.
Pig
let
Do
g in
, bu
t D
og
ran
pas
t P
ig t
o
the
tab
le. D
og
was
hu
ngr
y to
o, s
o
wh
en
he
saw
th
e f
oo
d h
e a
te it
. D
og
ate
all
Pig
’s lu
nch
.
6.
Tin
a fe
lt t
he
he
at a
nd
sm
elle
d
the
bu
rnin
g w
oo
d. S
he
saw
fl
ame
s in
th
e w
ind
ow
. Ash
fle
w
thro
ugh
th
e a
ir. T
ina
he
ard
th
e
sire
ns
and
saw
th
e f
lash
ing
ligh
ts
get
clo
ser.
Th
e h
ou
se b
ega
n t
o
cru
mb
le.
7.
Dir
k kn
ew t
hat
th
e n
ew p
lan
t w
ou
ld n
ee
d
lots
of
wat
er
and
su
n.
He
fo
un
d a
sp
ot
ne
ar a
win
do
w t
o p
ut
the
po
tte
d p
lan
t.
Eve
ry d
ay h
e g
ave
th
e p
lan
t p
len
ty o
f w
ate
r. O
ne
day
he
eve
n g
ave
it p
lan
t fo
od
. A
fte
r a
few
we
eks
of
taki
ng
care
of
this
pla
nt,
Dir
k sa
w b
ud
s st
arti
ng
to f
orm
. D
irk
was
pro
ud
th
at h
e h
elp
ed
th
is p
lan
t gr
ow
.
8.
On
e d
ay B
ear
we
nt
do
wn
to
th
e
po
nd
wit
h h
is f
ish
ing
po
le a
nd
a
big
can
of
wo
rms.
Wh
ile h
e w
as
pu
ttin
g a
wo
rm o
n h
is h
oo
k, h
e
loo
ked
do
wn
an
d s
aw a
big
fis
h.
I’m
go
ing
to c
atch
th
at f
ish
, th
ou
ght
Be
ar t
o h
imse
lf.
16
9.
On
e w
inte
r m
orn
ing
Pet
er
wo
ke u
p a
nd
lo
oke
d o
ut
the
win
do
w.
Sno
w h
ad f
alle
n
du
rin
g th
e n
igh
t. It
co
vere
d e
very
thin
g as
fa
r as
he
co
uld
se
e. A
fte
r b
reak
fast
he
pu
t o
n h
is s
no
wsu
it a
nd
ran
ou
tsid
e. P
ete
r m
ade
fo
otp
rin
ts in
th
e s
no
w. H
e t
hre
w
sno
wb
alls
, mad
e s
no
w a
ngl
es,
an
d s
no
w
fort
s. H
e e
ven
pre
ten
de
d h
e w
as a
m
ou
nta
in-c
limb
er.
He
als
o m
ade
a
sno
wm
an.
10
.
Ale
xan
der
we
nt
to s
lee
p w
ith
gu
m in
h
is m
ou
th a
nd
no
w t
he
re’s
gu
m in
his
h
air.
Wh
en
he
go
t o
ut
of
be
d in
th
e
mo
rnin
g h
e t
rip
pe
d o
n h
is
skat
eb
oar
d a
nd
dro
pp
ed h
is s
we
ate
r b
y m
ista
ke in
a s
ink
of
run
nin
g w
ate
r.
Ale
xan
der
co
uld
te
ll it
was
go
ing
to
be
a t
err
ible
, ho
rrib
le, n
o g
oo
d, v
ery
b
ad d
ay.
11
.
“I’m
wri
tin
g a
lett
er
to A
my.
I’m
invi
tin
g h
er
to m
y p
arty
,” P
ete
r an
no
un
ced
.
“Wh
y d
on
’t y
ou
just
ask
he
r? Y
ou
did
n’t
wri
te
to a
nyo
ne
els
e,”
sai
d h
is m
oth
er.
Pet
er
star
ted
at
the
sh
eet
of
pap
er
for
awh
ile
and
sai
d,
“We
-e-e
l-l,
th
is w
ay it
’s s
ort
of
spe
cial
.”
12
.
Ge
org
e W
ash
ingt
on
was
bo
rn o
n
Feb
ruar
y 2
2, 1
73
2 in
a s
imp
le V
irgi
nia
fa
rmh
ou
se.
At
that
tim
e V
irgi
nia
was
an
En
glis
h c
olo
ny.
Yo
un
g G
eo
rge
like
d t
o f
ish
an
d g
o b
oat
ing.
He
wat
che
d s
hip
s th
at
saile
d p
ast
on
th
e n
ear
by
rive
r. H
e
en
joye
d w
alki
ng
in t
he
wo
od
s an
d
run
nin
g in
th
e f
ield
s. H
e e
ven
like
d
read
ing
ou
tsid
e.
Bu
t m
ost
of
all h
e li
ked
to
rid
e h
is h
ors
e.
17
13
.
“My
Dad
se
nt
me
a p
rese
nt!
” M
igu
el t
old
ev
ery
on
e a
t sc
ho
ol.
“I’
m g
oin
g w
ith
my
gran
dm
oth
er
to t
he
tra
in s
tati
on
to
pic
k it
u
p.”
“Th
at’s
exc
itin
g, M
igu
el,”
sai
d h
is t
eac
he
r.
“Do
yo
u k
no
w w
hat
it is
?”
“May
be
Ro
llerb
lad
es.
May
be
a b
ase
bal
l gl
ove
,” s
aid
Mig
ue
l.” “
It’s
fro
m m
y D
ad, s
o
it’l
l be
so
met
hin
g re
ally
go
od
.”
14
.
My
full
nam
e is
Je
ssie
Dai
sy T
urn
er,
bu
t ev
ery
on
e c
alls
me
Dai
sy. I
am
eig
ht
year
s o
ld
and
th
e m
idd
le c
hild
of
thir
tee
n c
hild
ren
. We
liv
e o
n a
far
m in
Gra
fto
n, V
erm
on
t. F
rom
my
win
do
w I
can
se
e t
he
fie
lds
of
be
auti
ful d
aisi
es
I w
as n
ame
d f
or.
My
favo
rite
tim
e o
f d
ay is
aft
er
ou
r ch
ore
s ar
e f
inis
he
d a
nd
we
’ve
eat
en
din
ne
r.
The
n, m
y d
add
y an
d m
y m
om
ma
and
my
Un
cle
Ea
rly
tell
sto
rie
s an
d s
ing
son
gs. I
tak
e t
urn
s m
akin
g u
p p
oe
ms
wit
h t
he
oth
er
child
ren
to
o.
We
als
o s
qu
are
dan
ce a
nd
pla
y m
usi
c.
15
.
Gilb
ert
was
hav
ing
a b
ad d
ay. H
is c
lass
had
be
en
re
adin
g st
ori
es
abo
ut
fam
ou
s p
eo
ple
, an
d n
ow
Mrs
. B
yrd
wan
ted
th
em
to
mak
e u
p p
lays
to
sh
ow
wh
at
they
lear
ne
d. G
ilbe
rt d
idn
’t w
ant
to b
e in
a p
lay.
He
w
as s
ure
he
wo
uld
get
ne
rvo
us
and
mak
e a
mis
take
. G
ilbe
rt d
eci
de
d t
hat
he
wo
uld
fin
d a
way
to
pla
y a
par
t th
at d
idn
’t h
ave
an
y lin
es.
Gilb
ert
vo
lun
tee
red
to
pla
y th
e p
art
of
the
ch
err
y tr
ee
so
he
wo
uld
n’t
h
ave
to
act
or
do
an
yth
ing.
He
co
uld
just
sta
nd
sti
ll an
d w
ave
his
arm
s lik
e a
tre
e in
a b
reez
e.
16
.
Ch
arle
s w
as h
app
y as
he
co
uld
be
, b
ut
he
like
d t
o p
lay
alo
ne
. He
w
ou
ldn
’t t
alk
to W
and
a Su
e, a
nd
he
n
eve
r w
en
t n
ear
th
e p
ho
ne.
He
tr
em
ble
d a
t th
e t
ho
ugh
t o
f m
eet
ing
oth
er
child
ren
at
bal
let
less
on
s o
r fo
otb
all p
ract
ice.
No
thin
g co
uld
get
C
har
les
to t
alk,
no
t ev
en
a c
ho
cola
te
surp
rise
.
18
Mai
n Id
ea
Pro
mp
t C
ard
1. W
ho
is t
he
par
agra
ph
mo
stly
ab
ou
t?
2. W
hat
is t
he
mo
st im
po
rtan
t in
form
atio
n
abo
ut
the
wh
o?
(Wh
at is
th
e m
ain
th
ing
the
per
son
did
in t
he
par
agra
ph
?)
19
Mai
n Id
ea
Pro
mp
t C
ard
1. W
ho
is t
he
par
agra
ph
mo
stly
ab
ou
t?
2. W
hat
is t
he
mo
st im
po
rtan
t in
form
atio
n
abo
ut
the
wh
o?
(Wh
at is
th
e m
ain
th
ing
the
per
son
did
in t
he
par
agra
ph
?)
20
iRu
bri
c: h
ttp
://w
ww
.rca
mp
us.
com
/in
dex
.cfm
Mai
n Id
ea Id
enti
fica
tio
n R
ub
ric
The
stu
de
nt
fully
iden
tifi
ed
the
mai
n id
ea.
The
stu
de
nt
par
tial
ly
ide
nti
fied
th
e m
ain
ide
a.
The
stu
de
nt
inco
rrec
tly
ide
nti
fied
th
e m
ain
ide
a.
The
stu
de
nt
fully
ide
nti
fied
al
l det
ails
.
The
stu
de
nt
par
tial
ly i
de
nti
fied
d
etai
ls.
The
stu
de
nt
inco
rrec
tly
iden
tifi
ed d
etai
ls.
The
stu
de
nt'
s p
ictu
re f
ully
co
mm
un
icat
es
the
mai
n id
ea.
The
stu
de
nt’
s p
ictu
re
par
tial
ly
com
mu
nic
ates
th
e m
ain
idea
.
The
stu
de
nt’
s p
ictu
re d
oes
n
ot
com
mu
nic
ate
the
mai
n id
ea.
Mai
n Id
ea
Sup
po
rtin
g D
etai
ls
Pic
ture
3
2
1
21
iRu
bri
c: h
ttp
://w
ww
.rca
mp
us.
com
/in
dex
.cfm
Mai
n Id
ea Id
enti
fica
tio
n R
ub
ric
Stu
den
t re
spo
nse
is
co
mp
lete
, sp
ecif
ic, a
nd
ac
cura
te.
Stu
den
t re
spo
nse
in
clu
des
at
leas
t 3
rel
evan
t d
etai
ls f
rom
th
e p
assa
ge t
hat
su
pp
ort
th
e m
ain
idea
.
Main Idea Supporting Details
Stu
den
t re
spo
nse
is
acc
ura
te, b
ut
no
t co
mp
lete
.
Stu
den
t re
spo
nse
gi
ves
det
ails
in
stea
d o
f m
ain
id
ea.
Stu
den
t re
spo
nse
is
inac
cura
te, b
ut
is a
ttem
pte
d.
Stu
den
t d
id n
ot
atte
mp
t to
re
spo
nd
to
th
e it
em.
Stu
den
t re
spo
nse
in
clu
des
at
leas
t 3
det
ails
wit
h a
t
leas
t 2
rel
evan
t d
etai
ls f
rom
th
e p
assa
ge t
hat
su
pp
ort
s th
e m
ain
idea
.
Stu
den
t re
spo
nse
in
clu
des
at
leas
t 1
to
2
det
ails
wit
h a
t le
ast
1 r
elev
ant
det
ail f
rom
th
e p
assa
ge t
hat
su
pp
ort
s th
e m
ain
idea
.
Stu
den
t re
spo
nse
in
clu
des
det
ails
, b
ut
det
ails
do
n
ot
sup
po
rt t
he
mai
n id
ea.
Stu
den
t d
id n
ot
pro
vid
e an
y d
etai
ls.
OR
St
ud
ent
did
no
t at
tem
pt
to
resp
on
d t
o t
he
item
.
4
3
2
1
0
22
Sum
mar
y C
har
t
Nam
e:__
____
____
____
____
___
____
___
D
ate:
___
____
___
Mai
n Id
ea
Mai
n Id
ea
Mai
n Id
ea
Sum
mar
y
23
Summarization Log
Name:____________________________ Date:__________
1. Identify 3 or 4 important ideas from the entire passage:
2. Write a summary for the entire passage (10 words or less):
3. Generate 3 questions about the important ideas (Use who, what, when, where, why, and how):
4. Create 1 question about the passage that might be on a test:
24
Summarization Prompt Card
1. Does your summary give ONLY important information and key ideas?
[ ] Yes [ ] No 2. Is your summary brief?
[ ] Yes [ ] No 3. Does your summary tell the main idea? [ ] Yes [ ] No
25
Sum
it U
p!
Ste
p 1
: G
et a
“Su
m It
Up
” Sh
ee
t.
Ste
p 2
: R
ead
th
e e
nti
re s
ele
ctio
n a
nd
, as
you
re
ad, l
ist
the
mai
n id
eas
wo
rds
on
th
e “
Sum
it U
p”
She
et.
Ste
p 3
: W
rite
a s
um
mar
y o
f th
e s
ele
ctio
n u
sin
g as
man
y o
f th
e m
ain
ide
a w
ord
s as
po
ssib
le. P
ut
on
e
wo
rd in
eac
h b
lan
k. Im
agin
e y
ou
on
ly h
ave
$2
.00
an
d t
hat
eac
h w
ord
yo
u u
se is
wo
rth
te
n c
en
ts.
Ste
p 4
: Yo
u’l
l “su
m it
up
” in
20
wo
rds!
26
Sum
it U
p!
Nam
e:__
____
____
____
____
___
____
____
____
____
D
ate:
____
____
__
1.
Rea
d t
he
sele
ctio
n a
nd
un
de
rlin
e t
he
key
wo
rds
and
mai
n id
eas.
Wri
te t
hes
e w
ord
s in
th
e b
lan
k ar
ea w
her
e it
say
s “M
ain
Idea
Wo
rds.
” 2
.A
t th
e b
ott
om
of
this
sh
eet,
wri
te a
on
e-s
en
ten
ce s
um
mar
y o
f th
e ar
ticl
e, u
sin
g as
m
any
mai
n id
ea
wo
rds
as y
ou
can
. Im
agin
e y
ou
on
ly h
ave
$2
.00
, an
d e
ach
wo
rd y
ou
u
se w
ill c
ost
yo
u 1
0 c
ents
. See
if y
ou
can
“su
m it
up
” in
tw
enty
wo
rds.
Titl
e o
f R
ead
ing
Sele
ctio
n:
Mai
n Id
ea
Wo
rds:
Sum
it U
p f
or
$2
.00
:
27
Sum
it U
p!
Nam
e:__
____
____
____
____
___
____
____
____
____
D
ate:
____
____
__
1.
Rea
d t
he
sele
ctio
n a
nd
un
de
rlin
e t
he
key
wo
rds
and
mai
n id
eas.
Wri
te t
hes
e w
ord
s in
th
e “M
ain
Idea
Wo
rds”
Bo
x.
2.
At
the
bo
tto
m o
f th
is s
hee
t, w
rite
a s
um
mar
y o
f th
e r
ead
ing
usi
ng
wo
rds
fro
m t
he
“Mai
n Id
ea W
ord
s” B
ox.
Titl
e o
f R
ead
ing
Sele
ctio
n:
Mai
n Id
ea
Wo
rds:
Sum
mar
y:
28
Sum
mar
y B
all
•To
sta
rt a
ro
un
d, t
he
coac
h (
teac
her
) to
sses
a b
all
to a
gro
up
mem
ber
. Th
e gr
ou
p m
emb
er w
ho
re
ceiv
es t
he
bal
l has
3 s
eco
nd
s to
tel
l th
e m
ain
id
ea f
rom
th
e fi
rst
read
ing
sele
ctio
n.
•A
fter
tel
ling
the
mai
n id
ea, t
he
firs
t p
laye
r w
ith
th
e b
all t
hro
ws
the
bal
l to
an
oth
er p
laye
r. Th
e ga
me
con
tin
ues
wit
h t
oss
ing
/mai
n id
ea t
ellin
g u
nti
l th
e co
ach
(te
ach
er)
cues
“st
op
.”
•A
fter
th
e co
ach
cu
es “
sto
p,”
th
e p
laye
r w
ith
th
e b
all s
um
mar
izes
all
of
the
mai
n id
eas
in a
sh
ort
su
mm
ary
stat
emen
t. T
he
rou
nd
en
ds
afte
r th
e fi
nal
pla
yer
tells
a s
um
mar
y.
29
3-2-1
Name:____________________________ Date:__________
3
2
1
Things you learned (main ideas):
Interesting things (details):
Question you still have:
30
Reading Summary
Name:____________________________ Date:__________
Today’s reading_______________________________________ ___________________________________________________ ____________. One key idea was _______________________ ___________________________________________________ _______. This is important because______________________ ___________________________________________________ ________________________. Another key idea is _________ ___________________________________________________ ________________. This matters because_________________ ___________________________________________________ _______________________. In sum, today’s lesson_________ ___________________________________________________ ___________________________________________________ __________________________________________________.
31
Ham
bu
rge
r Su
mm
ary
Par
agra
ph
Nam
e:__
____
____
____
____
____
____
____
____
___
D
ate:
____
____
__
Mai
n Id
ea:
Det
ail 1
:
Det
ail 2
:
Det
ail 3
:
Co
ncl
ud
ing
Sen
ten
ce:
32
Ham
bu
rge
r Su
mm
ary
Par
agra
ph
Nam
e:__
____
____
____
____
____
____
____
____
___
D
ate:
____
____
__
33
Sum
mar
y R
ub
ric
1.
Do
es t
he
sum
mar
y h
ave
mo
re t
han
on
e se
nte
nce
?
2.
Do
es t
he
firs
t se
nte
nce
tel
l th
e to
pic
an
d m
ain
idea
?
3.
Are
all
the
oth
er s
ente
nce
s ab
ou
t th
e to
pic
?
4.
Do
th
e se
nte
nce
s te
ll ab
ou
t fa
cts
and
det
ails
, n
ot
op
inio
ns?
5.
Do
es t
he
sum
mar
y h
ave
the
mo
st im
po
rtan
t in
form
atio
n?
Yes
N
o
0
1
Sco
re:
(___
___
_/ 5
) 34
Summary Rubric
4 3
2 1
0 Unacceptable or no response.
• Clear main idea in first sentence
• All important ideas are included
• Details are in logical order • Ideas are connected to make
the writing flow • Author restates the main idea
again as a conclusion without writing it the same as in the first sentence
• Clear main idea in the first sentence
• Important details are included but some might be missing
• Ideas are in logical order • Restated main idea doesn’t
differ from the first sentence
• Main idea is unclear – not specifically stated in the writing
• Some critical information is missing
• Ideas are in a random order and not logical
• Restated main idea is not in this piece of writing
• The main idea is not present in the first sentence
• Contains only some details • Ideas are not in logical order • Missing a concluding
sentence with a restated main idea
35
