Week of September 4th

6th-Grade Focus Standards:

6.RL.2.2
6.W.6.1e
6.RN.2.2

The Big Ideas:

Main idea
Central idea
Compound and complex sentences

“I Can" Statements:

I can identify the main idea and supporting details by asking important questions during reading.

I can use a variety of sentences in writing.

I can identify the central idea and supporting details in a text.

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7th-Grade Focus Standards:

7.RL.2.2
7.RN.3.2
7.RN.2.2

The Big Ideas:

Main idea
Central idea
Text structures

“I Can" Statements:

I can identify and explain the main idea in a work of literature.

I can analyze the structure an author uses to organize a text.

I can identify and explain the central idea in a given text.

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8th-Grade Focus Standards:

8.RL.2.2
8.RN.2.2
8.RN.3.2

The Big Ideas:

Main idea / central idea
Text structure
Paragraph structure

“I Can" Statemens:

I can tie the main idea of a text together with its supporting details.

I can identify the central idea in a given text.

I can analyze the structure in a given text.

Aim higher. Stay focused. — Bradon Adams

6th-Grade Thursday Meeting:

Main Idea / Central Idea
Common writing traits
Cycle 1B strategies

7th-8th Grade Friday Meeting:

Main Idea / Central Idea
Cycle 1B strategies
Common writing traits

Beginning of the Year Assessments:

Mini-assessments for cycle 1B are ready for your consideration on the ELA Weekly Focus page. Please address all concerns by this Friday.
NWEA Map Assessement makeups start this week.

Testing windows close on September 22nd.

Thinking About Main Idea/ Central Idea : Anchor Chart

Introducing this chart:

While terms like main, big, or central make sense to teachers, these terms remain elusive and vague to many students. This fun chart just asks variations of the same question in different ways. When you use this with your students, you will find that they all will find one question that resonates with them.

How to use this chart:

Introduce this to your students by adding the questions into the thought bubble, one at a time. You should talk with your students about each one. This is a good time to read a short passage out loud, ask them to answer one of the questions about the text, discuss, and then move to the next question and passage.

What should I read with students?

I like to write my own short arguments, in advance, for this chart. I usually type up five different paragraphs (about 4-6 sentences long) and display them on a projector or interactive whiteboard. I like to use topics that they are very familiar with and take an obvious stance. I read it to students, then ask one of the questions. This is a great way to generate discussion and even discuss or review inferences and textual evidence. Topics that work well: social media, privacy rights, cell phones, or technology in schools.

— Dr. Rozlyn Linder

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