What is Determining Importance
Determining important ideas and information when reading is central to comprehension and moving toward insight. Determining importance tends to vary by genre:
(Harvey and Goudvis, 2000)
Using Determining Importance in the classroom
To implement this strategy into the general classroom, present a mini-lesson to the whole class. This lesson should not only define the strategy but model the main ideas of determining importance. A mini-lesson should contain four parts:
Introduce the strategy to the students-
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.
Explain 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.
Demonstrate 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.
Clearly state 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.
(Pinnell and Scharer, 2003)
Tie it to writing
Two different activities can introduce a writing element to this strategy. Implement one of these writing activities at the end of modeling the strategy to ensure student success:
The following video offers an exceptional example of not only the definition of Determining Importance as a comprehension strategy, but also how to determine what is important and why. It provides clear and concise examples of who this strategy works and how to make it most effective.
Determining important ideas and information when reading is central to comprehension and moving toward insight. Determining importance tends to vary 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.
(Harvey and Goudvis, 2000)
Using Determining Importance in the classroom
To implement this strategy into the general classroom, present a mini-lesson to the whole class. This lesson should not only define the strategy but model the main ideas of determining importance. A mini-lesson should contain four parts:
Introduce the strategy to the students-
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.
Explain 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.
Demonstrate 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.
Clearly state 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.
(Pinnell and Scharer, 2003)
Tie it to writing
Two different activities can introduce a writing element to this strategy. Implement one of these writing activities at the end of modeling the strategy to ensure student success:
- Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
- Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content
The following video offers an exceptional example of not only the definition of Determining Importance as a comprehension strategy, but also how to determine what is important and why. It provides clear and concise examples of who this strategy works and how to make it most effective.
The following video is a thoughtful demonstration of what a readers brain does when using the Determining Importance strategy. This video is an amazing analogy that will quick hook readers attention and explain the strategy in a totally different way to engage their thinking processes.
References:
Harvey, Stephanie, & Goudvis, Anne. (2000). Strategies that work: Teaching comprehension to enhance understanding. York, ME: Stenhouse
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.
Harvey, Stephanie, & Goudvis, Anne. (2000). Strategies that work: Teaching comprehension to enhance understanding. York, ME: Stenhouse
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.