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Day TwoParagraph 1: Stated Main Idea:Malaria is a serious disease.Detail:People with malaria suffer fromchills and high fevers.Paragraph 2: Stated Main Idea:For hundreds of years, nativepeople treated fevers withcinchona bark.Details:• The cinchona tree grows inthe rain forests of the AndesMountains in South America.• They stripped the bark fromthe tree, dried it in the sun, andground it into a powder.Paragraph 3: Stated Main Idea:They wanted to know whycinchona reduced fevers.Details:• In 1820, two French chemists,Joseph Pelletier and JosephBienaime, experimented oncinchona bark.• They discovered the feverreducingingredient: quinine.Comprehension Anchor Poster 2Sample AnnotationsHome/School ConnectionsAt the beginning of the day, make time forstudents to share their ideas based on theactivity they completed the previous night.At the end of the day, ask students tocomplete another home/school connectionactivity from BLM 1 and to bring theirassignment to class the following day.Build academic oral language. Read the last paragraph. Encourage studentsto ask themselves about the main idea of the final paragraph, and to ask whatdetails support that idea. Point out that the main idea is not always the firstsentence in a paragraph. Have students describe how asking questions helpedthem identify the main idea and details in this paragraph. Reinforce the ideathat good readers ask questions to understand text better. Support ELLs andstruggling readers with the following sentence frames:The main idea is .The supporting details are .Asking questions helped me .Use the Comprehension Strategy:Identify Stated Main Idea and Supporting DetailsReread the poster text with students.Say: Now think about the content of this passage. What was it mostly about?If necessary, explain that the passage is mostly about a treatment for malariathat comes from a rain forest tree. To describe the disease and the treatment,the author states a few main ideas and supporting details for each main idea.Remind students that the main idea is not always the first sentenceof a paragraph.Say: Let’s look closely at the text and find each stated main idea.Write the main ideas that students identify in the prompt boxes.Build academic oral language. Say: Sometimes details support a main ideaby giving examples. Other times, they tell more about the main idea. Authorsprovide details to help readers understand a main idea. What details help youunderstand how serious malaria is? (chills, high fevers)Connect Thinking, Speaking, and WritingPrompt students to identify other details. Remind them that sometimes detailsare examples of the main idea.Record students’ responses in the Details boxes.6Benchmark Literacy • Grade 4 • Unit 1/Week 1©2011 Benchmark Education Company, LLC