MAIN IDEA: This is the “Big Picture,” the one MAIN thought s/he is trying to say. Sometimes this can be found in the first sentence of the first paragraph, sometimes in the last sentence of the first paragraph...and sometimes it’s nowhere to be found and you have to do some serious thinking!
What this means for you is that when you read, you should always be thinking about the “big picture”--what is the one MAIN thought the author is trying to say?
DIRECT DETAIL: Without this information, the MAIN IDEA wouldn’t exist.
INDIRECT DETAIL: This is good information to have that SORT OF relates to the MAIN IDEA, but the MAIN IDEA would exist without it.
NOT A DETAIL: This is information that might not have anything to do with the MAIN IDEA. It’s put there because it’s nice to know, but the MAIN IDEA can totally exist without it.
(Sometimes people who make tests use this information to purposely distract test-takers--just ask yourself “Can the MAIN IDEA exist without this information?” and you’ll be fine!)
Just like in Math, you can “check your work.” Look at the following example from the ReadWorks passage “Time for Change.”
Main Idea: Coins are fun!
Direct Detail: None from passage.
Indirect Detail: None from passage.
There is no information from “Time for Change” we can use as proof to support the Main Idea that “Coins are fun!” This means we have to reject this as the Main Idea and come up with something else.
Main Idea: New coins are will be introduced in 2007.
Direct Detail:
The whole 1st paragraph.
The first and last sentences of the 2nd paragraph.
The last sentence of the 6th paragraph.
Indirect Detail:
The 3rd paragraph.
The 4th paragraph.
✓ There is so much information from “Time for Change” we can use as proof to support the Main Idea that “New coins are will be introduced in 2007,” that we need to accept it as the MAIN IDEA.
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BrainPop Video - Main Idea
ReadWorks - Time for Change
ReadWorks - Time for Change Student Questions
ReadWorks MAIN IDEA Parts Highlighted
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How Do We Get the Main Idea from a Text?
NJASK Narrative Task (from 2014)
NJASK Narrative Task:
"Sam is a huge sports fan. She has bins full of equipment. As she pulls out one of the bins to look for a soccer ball, she is totally surprised by what she finds inside. It's something she's never seen before.
Write a story about what Sam finds and what happens next."
Here's where we'll be editing!
When enough people have submitted their responses, I'll activate the link to the below spreadsheet where we'll all give feedback to each other...
"Sam is a huge sports fan. She has bins full of equipment. As she pulls out one of the bins to look for a soccer ball, she is totally surprised by what she finds inside. It's something she's never seen before.
Write a story about what Sam finds and what happens next."
Here's where we'll be editing!
Paste your Draft #3 Below:
The form below is only for your Draft #1 and #2...
When enough people have submitted their responses, I'll activate the link to the below spreadsheet where we'll all give feedback to each other...
A Christmas Carol Response Questions
Here is a link to response questions I made for A Christmas Carol--enjoy!
The Outsiders Response Questions
Here is a link to response questions I made for The Outsiders--enjoy!
Preparing for Writing in PARCC and the Common Core
This is a very thorough walkthrough of some of the changes in the PARCC and the CCSS that has affected how students and teachers should use technology in order to learn more efficiently and effectively. (N.B.: You'll be prompted to download the file as it is too large to play within a browser.)
R.A.C.E.S. Overview
Here's a short screencast reviewing and explaining all the parts of the R.A.C.E.S. response strategy for Grades 4-8--enjoy!
And here's a version of the screencast reviewing and explaining all the parts of the R.A.C.E.S. response strategy for Grades 2 & 3--enjoy!
And here's a version of the screencast reviewing and explaining all the parts of the R.A.C.E.S. response strategy for Grades 2 & 3--enjoy!
PARCC Materials Grades 6-8
Here are the resources for various aspects of the PARCC and the Common Core--enjoy!
PARCCed Journeys Units for Grades 4 & 5
Here are all the Journeys units that have been PARCC-ified for Grades 4 and 5--enjoy!
PARCCed Journeys Units for Grades 2 & 3
Here are all the Journeys units that have been PARCC-ified for Grades 2 and 3--enjoy!
Mrs. Colontrelle's PARCC PBA Research Simulation Task (RST)
I've given all who submitted their work feedback on your CRs, so click on the screenshot below ê:
Next week the PARCC will be here for real. Let's see how well this class can follow directions...
1. First, go to this page and download the document when you see this symbol at the top of the screen ê:
2. Read both articles using the links in the doc above--the Newsela article has both strikethroughs and purple highlighting where you're not supposed to read. (
3. Then read the CR and create your response in Notes.
4. Then copy your response from Notes and paste it into the Google Form below using just your class number and initials. ê
5. After several people have submitted their form, you'll find a link here that will take you to another doc where you'll be asked to give feedback to someone's response. ê
Mrs. Hoffman's PARCC PBA Research Simulation Task (RST)
Before we get started giving each other feedback, here are some issues that I'm seeing generally within your class responses to today's CR:
Here is a summary of your in-class debate using information from both articles:
Let's see how well this class can follow directions...
1. First, go to this page ê:
2. Read both articles using the links and QR codes in the doc above
3. Then read the CR create your response in Notability.
4. Then copy your response from Notability and paste it into the Google Form below using just your class number and initials. ê
5. After several people have submitted their form, you'll find a link here that will take you to another doc where you'll be asked to give feedback to someone's response. ê
Here is a summary of your in-class debate using information from both articles:
For Video Games in Education
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Against Video Games in Education
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Closing
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Student from article ended up being successful with
straight A’s and might help people with autism gain more awareness…go games
CAN help people learn
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Games like Minecraft don’t help people learn because they
aren’t realistic…and are instead too violent—so games aren’t good for
learning.
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1
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It’s been found that video games can help kids with social
disorders have more social skills
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Kids don’t follow directions, unneeded, too tempting (?)
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2
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Video games can expand the mind to get newer and better
ideas
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Come to school to learn, not goof off, video games hurt
your eyes which will get in the way of learning for the rest of the day
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3
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Can teach you how to build and can teach you survival skills
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Can video games make drawing, design, and teaching
obsolete?
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4
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Video games are a workout for the brain…which might be
able to help people with limited brain capacity
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There’s enough time to play video games at home
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5
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Not everyone can learn using technology because of
physical issues or injuries…
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Kids get too hyper and distracted about beating the game
they won’t be able to focus on other things
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Schedule-wise, playing video games wouldn't work because
of everything else in the curriculum
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Access to inappropriate materials (?)
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Learning a new language is better for your brain than
video games
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Just another way for people to bully each other
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Games with violence brainwash people to be violent and
don’t teach you anything and are a waste of time…
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Let's see how well this class can follow directions...
1. First, go to this page ê:
2. Read both articles using the links and QR codes in the doc above
3. Then read the CR create your response in Notability.
4. Then copy your response from Notability and paste it into the Google Form below using just your class number and initials. ê
5. After several people have submitted their form, you'll find a link here that will take you to another doc where you'll be asked to give feedback to someone's response. ê
Mrs. Colontrelle's PARCC Research Simulation Task (RST) PBA Practice Feedback
Click on this one é to be taken to the ClassCast and click on that one ê to be taken to the RST Feedback Folder
Hi Fifth
Graders,
Some of you put a lot of effort into your responses on this PARCC practice run-through, and some of you really need to invest more time and effort into responding.
I've created feedback for you in your class folder--please feel free to ask any questions you might have about the prompt, RACES, your feedback, or even how you were supposed to use the sources provided on the PARCC exam.
Thanks,
Mr. Ferrante
P.S.: Just to remind everyone, the prompt was:
Some of you put a lot of effort into your responses on this PARCC practice run-through, and some of you really need to invest more time and effort into responding.
I've created feedback for you in your class folder--please feel free to ask any questions you might have about the prompt, RACES, your feedback, or even how you were supposed to use the sources provided on the PARCC exam.
Thanks,
Mr. Ferrante
P.S.: Just to remind everyone, the prompt was:
"Compare
how the articles by Lauren Tarshis and Dyan deNapoli and the video describe
penguin rescue efforts after oil spills. Support your essay with information
from all three sources."
Miss Grossmann's PARCC Literary Analysis Task (LAT) and Research Simulation Task (RST) PBA Practice Feedback
After receiving all of your feedback for both of these practice PARCC tests, we would like you to respond to the following questions before creating your next draft:
Miss Grossmann's PARCC Literary Analysis Task (LAT) PBA Practice Feedback
Hi Fifth Graders,
I've created a ClassCast just to let you in on some of the mistakes I'm seeing from the whole class. This doesn't mean that everyone made these mistakes, but by and large, enough students made the same sorts of errors, that I thought it'd probably be a good idea to let you know some of you weren't alone in making these errors.
I've created a ClassCast just to let you in on some of the mistakes I'm seeing from the whole class. This doesn't mean that everyone made these mistakes, but by and large, enough students made the same sorts of errors, that I thought it'd probably be a good idea to let you know some of you weren't alone in making these errors.
Click on this one é to be taken to the ClassCast and click on that one ê to be taken to the LAT Feedback Folder
Miss Grossmann's PARCC Research Simulation Task (RST) PBA Practice Feedback
Click on the image above if you want to be taken to your response and feedback folder!
Some of you put a lot of effort into your responses on this PARCC practice run-through, and some of you really need to invest more time and effort into responding.
I've created feedback for you in your class folder--please feel free to ask any questions you might have about the prompt, RACES, your feedback, or even how you were supposed to use the sources provided on the PARCC exam.
Thanks,
Mr. Ferrante
P.S.: Just to remind everyone, the prompt was:
"Compare how the articles by Lauren Tarshis and Dyan deNapoli and the video describe penguin rescue efforts after oil spills. Support your essay with information from all three sources."
AMS Students Have Spoken and the Surveys Are In!
Out of all the students who took the survey, it's pretty clear what young learners in the 21st century want when being instructed: a healthy mix of online videos, screencasts, and text material. That's why this blog exists, and if you're at all curious, here are the visuals of the survey results:
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