This lesson expands on students' knowledge of how to use the text's details and images to express the main concepts of an informational text. At the end of the lesson, students are able to: 
- Elucidate how writers utilize visuals to bolster the main points made in an informative text.
- Identify essential elements in an informational text that support the main concepts.
- Employ visuals and details to express the main ideas in an informational text.

- How can literary and factual texts become meaningful to strategic readers?
- What kind of responses and thought processes are elicited by text interaction?
- What exactly is the topic of this text?

- Illustrations: Pictures or drawings.
- Informational Text: Books that give information or facts about real people, things, or events.
- Details: Small pieces of information that support key ideas in a text.
- Key Ideas: The most important ideas in a text.

- Foran, E. (1992). The Wonder of Bald Eagles. Gareth Stevens Publishing.
Alternative:
- Osborne, W., & Osborne, M. P. (2012). Space: A Nonfiction Companion to Magic Tree House : Midnight on the Moon. Random House Books for Young Readers.
- Swanson, D. (2001). Welcome to the world of squirrels. Whitecap Books.
- Ships and boats. (2010). Whitecap Books.
- Hansen, R. (2004). Animal rescuers. Children’s Press.
- Berger, M. (2000). Dive!: A Book of Deep Sea Creatures. Cartwheel Books.
- Chart paper with a T-chart drawn to be filled in during the read-aloud (The left column should be titled “Details.” The right column should be titled “Key Ideas.”)
- Several informational texts at students’ reading level that have illustrations (Books will be used for the opening activity and for the independent/small-group work.)
- Three or four images of appropriate bumper stickers to display for the class (Bumper stickers that deal with safety or the environment are generally appropriate for the classroom.)
Teachers may substitute other books to provide a range of reading and level of text complexity.

Make sure every student can accurately identify crucial features and utilize visuals to explain the main points of an instructional text by concentrating on this goal.
- While you go around the classroom, annotate what you see as you hear students discuss key points and use pictures to understand or learn new information. To evaluate each student's progress toward the lesson's objective, use the following checklist:
- The terminology' specifics, examples, and main principles can all be explained by the student.
- Students can record significant details from the text or visuals in a graphic organizer.
- Students can describe a text's main concepts using the visuals and information.

Explicit instruction, modeling, scaffolding, and active engagement

W: Assist pupils in comprehending how to pinpoint specifics and evaluate visual aids to elucidate the main concepts of an educational document. 
H: Get students interested by asking them to identify the main idea by dissecting the language and graphics on bumper stickers. 
E: Describe the main ideas in an informational book by modeling the process of identifying significant details in the text and deriving knowledge from images. After that, offer the class the opportunity to contribute to identifying crucial elements that bolster the text's main points. 
R: Assign students to read an educational text in small groups or individually, and then use details and visuals to convey the main themes. Give pupils feedback so they may determine if they need to revise or reconsider. 
E: Give pupils the chance to collaborate with classmates to exchange ideas and deepen their comprehension. 
T: Assist students in practicing and applying their skills of describing important ideas and explaining how pictures aided their understanding of the text through teacher modeling and small-group work. 
O: Students will work independently or in small groups to show their ability to recognize critical elements from text and images, record them in a visualization, and then utilize them to express the main ideas of a text. This will be based on the teacher modeling.

Topic: How can the main concepts of an informative text be explained using the specifics and examples provided?

Start by putting up a bumper sticker featuring a cellphone in a red crossed-out circle, such as "Hang up and drive." Say, "Take a look at this bumper sticker's picture and read the words. What does the bumper sticker's main concept mean?" (Avoid using a cell phone while driving a vehicle.) As required, offer clarifications and affirmations. Continue doing this with additional bumper stickers.

Part 1

Examine the following vocabulary, and consider listing it on a chart for your class as a reference.

Illustrations: sketches or images.
Informational text: books that provide information or facts about real people, objects, or events.
Details: little facts that bolster a text's main concepts.
Key ideas: The principal concepts that make up a text

Say, "We just examined several bumper stickers. Together with the words, we also examined the images. We were able to deduce the main concepts of the bumper stickers from these two pieces of information. The skills we employ when reading an informational text are the same. Our explanation of the main concepts is based on the specifics and the visuals."

Display the book "The Wonder of Bald Eagles" to your students. Say, "Let's take a look at an informative book now. After we go for a picture walk, you and a partner will discuss the items you saw in the text." Turn the book's pages so that the pupils may view the pictures. Draw the pupils' attention to the usage of captions, images, and other media.

Connect this experience to the analysis of the bumper stickers by stating, "An illustration and a few keywords (details) represent the main idea on a bumper sticker. Informational text writers frequently rely on details and pictures to bolster their main points."

"Today, we're going to learn how to identify significant details in the text, utilize the illustrations to enhance our comprehension, and then summarize the main ideas presented in the text," you could state.

Using chart paper that has been prepared in advance, as mentioned in the Materials section above, display the T-chart. Tell them you will read The Wonder of Bald Eagles' opening few pages and show them where to look for key information. You will record the crucial information in the T-chart as you read.

Read page 5 aloud to the class while illustrating to them how you identify key elements and bolster your arguments with images and illustrations. Say to your pupils, "If the bald eagle is on money, it must be significant. To demonstrate how the eagle has been portrayed on coins in a variety of ways, the author includes a picture of a coin. An eagle that appears majestic and strong is also depicted by the author."

Describe how the eagle is a symbol of strength and independence. Note the crucial information on the T-chart's left side. Note the main point—that eagles are frequently utilized as symbols of power—on the right side.

Turn to page 6 and read it out loud. "In what way does the author describe the eagle?", you ask. It's a dark-colored eagle with a white head. (An eagle is capable of flying very high.) "How does the picture deepen the reader's comprehension?" (The image depicts the appearance of an eagle.) On the T-chart, record the specifics.

When reading pages 7-9, assist students in identifying details about the eagle's appearance and recording them on the left side of the T-chart. Read aloud the descriptions you wrote regarding the eagle's appearance. Ask your students, "What is the main idea that these details support?" Encourage pupils to make recommendations before reaching a decision. On the T-chart's right side, note the main idea. (For example, eagles have a different appearance when they are both young and mature.)

Give pupils more freedom to identify the crucial information and main concepts as you read aloud the next few pages. Pupils might point out multiple elements that bolster a single, main notion. Ask students to summarize the main point of the text after they have reviewed the T-chart. (For instance, eagles are remarkable and significant creatures.) You pose a question, “How did the illustrations and details help you describe the key idea?”. (All of the pictures and significant elements relate to the main topic.)

Part 2

Discuss with your kids the idea of key concepts and vital details. Ask, "Why are images and details significant in an informational text?" (They aid in your comprehension of the text's main concepts.) Also, "How do the illustrations and details aid in your description of the main concepts in the text?" (Typically, the images provide additional context for the main concepts or aid in understanding what the author wrote in the text.)

You instruct, "Now it is your turn to use the details and illustrations to describe the main ideas of an informational book."

Learners have the option to work individually or in pairs. Give pupils informative texts that are appropriate for their reading level. Encourage pupils to create by folding a piece of paper lengthwise.
T-chart is similar to the one previously employed. Label the "Details" section on the left and the "Key Ideas" section on the right.

You can write or say the following instructions:

Examine your book through a photo walk.
After reading the book once, focus on the graphics and details.
After reading the book again, make note of the crucial points on the left side of your
T-shirt.
Next, write your T-chart's main concepts on the right side.

As the students are working, move about the classroom to have conversations with them and make sure they get the idea of describing the main ideas in an educational text with details and images. It could be necessary for you to demonstrate how to choose the details to include on the T-chart's right side.

Ask each group to present the main points of their text (the right side of the T-chart) once the students have finished their work. Ask students to provide the information (from the left side of the T-chart) that leads them to the essential notion if you or other students have any doubts about it. Gather T-charts for additional evaluation and analysis.

As a concluding exercise, ask a few students to discuss how the text's details and images helped them convey the main points the author wished to get across. Recognize suitable responses and assist students in revising responses that show a lack of comprehension. Make a note of the students who took part in this exercise and choose more students for upcoming classes.

Extension:

You can work with students who require extra help or practice to put together a tiny (25-piece) puzzle. Connect the puzzle pieces to textual details and illustrations. You receive the main notion or picture that the artist intended to convey once you have solved the puzzle. Next, make a five-piece puzzle graphic organizer (4 corners and 1 middle piece). The main idea will be the central piece, with details and information from the pictures appearing in the four corners. Complete this graphic organizer for a brief text or section of a text by modeling it for students or working with them on it. To find out if they understand the topic, ask them to complete the same organizer for a different section of the text or a shorter paragraph.
Give students a topic with two main concepts if they are prepared to go above the standard. Let's take the topic of this article, "How to Care for a Pet," as an illustration. Feeding the pet and keeping it safe are the two main concepts. As a prewriting exercise, have students complete a puzzle organizer (as outlined in the first extension activity). After that, assign them to create a text on the subject that summarizes the main points. Remind them to cite specifics that bolster the main concepts. They might also illustrate the main points with drawings. Give pupils time to present their work to the class.
Ask students to design a bumper sticker that highlights a major topic from an informative text they read during this class. Give them a bumper sticker to show, and then ask other students to guess what text it represents.