What it is. A detail goes under the main idea it supports, which is not always the one above it.
Why our test works. Children attach a detail to whatever they wrote last. Naming the real question — which idea does it SUPPORT — separates proximity from logic, and it is the first time they are asked to hold two ideas at once.
Leans on. Lesson 5.
Watch for. Give them a detail that fits the FIRST idea when it appears after the second. That is the case that teaches it.
Place a detail under the main idea it belongs to, not the one nearest it. The worked example is the one you build on the board: Teacher writes two main ideas and four loose details, then places each detail by asking al The class reads the teaching page printed at the top of the sheet — our own writing, so a child who was absent can still get the lesson.
You open by saying where this sits — what it follows and what it is part of — in one sentence, and then you give them the reason it matters, in your own words, for about ten seconds.
Then you do one yourself, building it on the board and leaving it up: Teacher writes two main ideas and four loose details, then places each detail by asking aloud 'is this part of that, or a new idea?' and rejecting one wrong placement on purpose. The board copy is what they look back at when they stall, so it stays there for the whole lesson.
The We-do is the main whiteboard moment of the lesson — short answers, boards up on your signal, every child visible at once. Class places three details under the right main idea by pointing before writing, giving the reason each time. If the answer is a whole sentence rather than a word, take it on the printed sheet instead, because a sentence written on a whiteboard is written once and destroyed.
They read the teaching page — printed at the top of today's sheet — with you, either read-aloud or FASE, never round robin. Stop at the worked example and let them look at it.
Exit directions in full, standing still, before anyone moves. Then they work alone: Copy two main ideas and sort four details under them, indented.
You close on the exit direction — Read one detail and name the main idea it sits under. — taken from every child before anyone stands, and then the line you want them to still have tomorrow: Under the idea it belongs to — not the nearest one.
Give them a detail that fits the FIRST idea when it appears after the second. That is the case that teaches it.