>> Do you understand this?

>> Nope.

>> Hey, guys.

What are you doing?

>> My teacher wants me to find key ideas and details about the article, but everything seems important.

What do I do?

>> Well, do you know how to color code?

>> No.

What's that?

>> Well, it's a note-taking skill I teach my students in my classroom, and I'm pretty sure Ms.

Correia can help us out.

Do you want me to call her so maybe she can help us out?

>> Sure.

>> All right.

Let's do this.

Air five.

>> Social distancing.

>> Hey, Ms.

Correia.

>> Oh, hey!

How are you?

>> Good.

How's everything?

>> So far so good.

How about you?

>> Pretty good.

So, Ms.

Correia, I have a favor to ask of you.

>> Sure.

What's up?

>> My niece here is having some trouble annotating some key ideas and details.

And I remember when we taught our class that cool color-coding skill.

I was wondering if you'd be able to kind of help me out so maybe a bunch of other students in New Jersey can figure it out.

>> Oh, sure.

Absolutely.

>> All right, that's awesome.

Ms.

Correia, I'm going to go ahead and call you in a couple of minutes on Zoom.

>> Sounds good.

>> All right.

I'll see you then.

>> All right, bye.

>> Bye.

[ Beeping ] Hello, New Jersey.

I'm Ms.

Sumrein, and I teach middle school ESL at McManus Middle School in Linden, New Jersey.

>> Hi, everyone.

I'm Ms.

Correia and I'm a special education teacher at McManus Middle School in Linden, New Jersey.

>> Hello, everyone.

I'm Ms.

Sumrein, as well, and I teach language arts at McManus Middle School in Linden, New Jersey.

And we're here to share with you our skills that we teach in our classrooms every single day.

Are you guys ready for the Tiger spirit?

Whoo!

>> Color coding.

What are we learning today?

We are learning to color-code a text.

>> Why are we learning this skill?

We're learning this skill so that we can better understand what we're reading.

>> How are we learning this skill?

We are going to model the skill for you first, and then you will do it independently.

>> For today's lesson, you're going to need a couple things.

First thing you're going to need is a pencil.

Doesn't have to be as cute as mine, but it can be.

Or a pen.

The next thing you're going to need, if you have trouble understanding some words, have a dictionary on hand.

Ms.

Correia, I want those back eventually.

>> Then you're going to need some paper.

Make sure you have plenty of paper for this lesson.

Then you're going to need some post-its, if you have any.

If you don't have any, you can always use little pieces of paper.

Finally, you're going to need some colored pencils.

>> Now, if you can't get some colored pencils and you happen to have a few different color highlighters, you can use those, as well.

But if you're more tech savvy, you can have a fully charged device, whether it be an iPad, a computer -- whichever device works.

♪♪ >> Hello, again, New Jersey.

This is Ms.

Correia.

Now that we've given you a brief introduction to what we're going to do in today's lesson, I'm going to give you an overview of what color coding actually is.

Color coding is a notemaking skill.

It's meant to make understanding the text easier for you as a reader and a learner.

The first step for color coding is to TAG anything you're reading.

Now, you might be saying to yourself, "Tag?

Like chasing someone around and yelling 'Tag!

You're it'?"

But in this case, "tag" means something else.

TAG represents title, author, and genre.

So, the first thing you do when you get a text to read is label those three pieces -- T for a title, A for author, G for genre.

Now, genre, if you're not familiar with the term, just means the category of text.

For example, we can have a fiction text, or we can have a non-fiction text.

Knowing which genre of text you're reading is helpful to know what details you're going to be looking for and color coding.

Here's a visual example of what's step one would look like.

As you can see, we went ahead and we highlighted the three parts of TAG.

In the yellow, you see that we labeled title.

So the title of the text is "Some animals don't actually sleep for the winter, and other surprises about hibernation."

The green is the author.

So, this text was written by Christy Wilcox.

And the genre is non-fiction, which means that it's factual information because it's coming from National Geographic.

Step two in the color coding skill is to focus on that genre.

Again, genre is just another word for category.

You have fiction and non-fiction.

Fiction is a piece of writing that is a short story, a poem, or even a chapter book that is make-believe.

It's not based on fact.

The authors have to use their imagination to create this type of text.

In comparison, non-fiction is writing that is based on real stories or providing information based on truth to us, the reader.

Here are some examples of fictional and non-fictional text.

On the left, you can see "Charlotte's Web."

This is an example of a fictional story.

It was made up.

Characters in the story talk, such as the pig and the spider.

In this picture on the right, you have a text called "Volcanoes!"

Now, we know that volcanoes are real things.

So this would be the perfect example of a non-fictional text.

The third step in color coding is to make yourself a key.

Before you actually jump into the color coding itself, you want to decide, again, is it fictional or non-fictional?

And that's when you would make your key.

If you're dealing with a fictional piece of writing, you would need to have these important parts in your key -- characters, setting, conflict, resolution, plot, theme, and the climax.

In a non-fictional piece of writing, you would have important information we call facts, examples of important information, details, unfamiliar words, interesting facts, confusing sentences, answers to any questions, connections to other topics or maybe real-life events.

Now, it's important to know that these are just examples of what a key can look like.

Your teacher might ask for specific things for you to color code.

They might not all be on this list, but this is a good starting point if you don't know how to begin making a key for your color-coding skill.

Here is another example of what a key can look like.

Sometimes teachers will have you number the paragraphs.

The reason that they do this is, it's much easier to go back and look for information when the paragraphs are numbered.

Some teachers might even ask you to review the questions before you even jump into reading the text.

I know that that's a strategy I teach my students in my classroom, because it makes reading a little bit easier to know what you're looking for before you actually start reading.

And then, the third is to mark the text with symbols as you read.

Again, these are just some examples of what those symbols could look like.

You can use a circle for important information, a box for unfamiliar words, an exclamation point for surprising text, a question mark for confusing sentences, a heart for the most significant, which just means important sections, a "U" for answers to questions, and an arrow for connections.

Again, you can use whatever symbols make sense to you.

The last thing is writing the main idea and your thoughts in the margins.

>> Well, welcome back, kiddos.

Great job copying down that paragraph.

Now, before we move on, I just want to say, you're doing an excellent job.

This is a really weird time for everyone, but you guys are doing an excellent job keeping up with your work.

So to help you out, here's some more tips.

Let's review what we just talked about.

So, the first step we talked about was TAG -- tagging your piece.

Now, what does that stand for?

Title, author, and genre.

Now, this is really, really helpful to help you guys understand what you're expected to read, who wrote it, and what it can be about.

When you identify these three things, you have a better understanding of what to expect.

>> Well, thanks for that first step.

>> Any time.

>> You're the best.

>> i know.

[ Both laugh ] >> All right, guys.

So, the second set that we're going to go over is whether the genre is non-fiction or fiction.

Now, today, we're going to actually focus on non-fiction.

We're going to be provided information from our text about the Red Planet.

Do you know what the Red Planet is?

>> Uh, pepperoni?

>> No.

But okay.

Good job.

The third step we're going to cover is going to be making a key.

Now, we are going to go over how to make this key step by step.

Oh, thanks.

You're the best -- again.

[ Laughs ] All righty.

So, get ready.

Get your papers ready.

We're going to go over this.

>> Now it's your turn again.

On a post-it note or on a smaller piece of paper, follow along as we make a color-coding key.

It's all about the key.

So how do you make it happen?

All right.

So we have a key right here.

We have another key right here, but this is a more important key.

So now we have five elements that you will most likely find in a non-fiction writing piece.

So the first one are facts.

What's being given to you?

What information is being written on the paper?

Second step details about the facts.

So, it's one thing to name the fact.

It's another thing to explain what that fact actually is.

The next one is vocabulary.

Especially in a science piece, you're going to hear some words that are new to you, and it's very important to highlight those words.

The fourth step, interesting facts.

This is all about what you think is interesting.

So, anything that you read, you know, "Wow.

I never knew that before."

Point it out.

>> Did you know you're my favorite sister?

>> That I did not know.

>> Now you do.

>> All right.

And the final step is questions.

You are going to have questions, and that's totally normal.

I ask so many questions every single day.

So highlight those questions, and then you can come back to those questions and find your answers.

>> So, right now, all you should do is, either on a post-it or on the corner of your paper, just create a key.

And we're going to be right back to show you what else you need to do.

All righty.

So, now you have all written these down either on a post-it or right in the right column of your paper.

Now we're going to go over what the colors mean.

All right.

So the first thing that we're going to do is, if I have my colored pencils, I'm going to choose any color I want.

So I kind of chose five.

You like this colors?

>> Love them.

>> All right.

Great.

So now we have facts.

I know that I'm going to like the color blue for facts.

So I'm going to color in "facts" with blue.

I'm going to like red for details.

I'm going to go ahead and color that in So, again, it doesn't have to be perfect.

You know, get it nice in there and make it noticeable.

Then you're going to use green for vocabulary.

Color that in.

I'm a great colorer.

>> Yes, you are a great colorer.

>> When I was in kindergarten, I got a prize for this.

Then orange for interesting facts.

And questions.

I'm going to go ahead and color yellow.

Now, for those of you that do not have any of these colored pencils, you can simply just create a symbol that you would like to signify which each of these mean.

So, for facts, I just made an underlining.

So all the facts in the paragraph I'm going to underline it.

If I find details about the facts, I'm going to put a star next to it.

For all the words that I just don't get or I kind of want to research a little more about it, I'm gonna circle it.

Interesting facts that I think are really cool, I'm gonna put an exclamation mark right there.

And finally, the questions that I have for my teacher or my parent or guardian, whoever's at home, I'm gonna go ahead and put a question mark right there for them.

And that's how you create a key for your color marking.

>> All right.

So we're on to the next step.

Now, we're going to read it together.

You guys ready?

Let's do this.

Start with the title always.

"The Red Planet."

"One hundred years ago, going to the moon was a crazy, impossible idea.

The only way to study the moon was to observe it from Earth using telescopes.

Starting in 1959, however, unpiloted spacecraft landed on the moon.

They took photos and studied the rocks and soil.

Ten years later, astronauts Neil Armstrong and Buzz Aldrin walked on the moon.

What once seemed impossible came true, thanks to the advances in technology and a lot of hard work.

All right.

Now that you've read it, you have the first step, which is TAG -- tagging.

What is T again?

>> Title.

>> Very good.

And this is our title, so what we're going to do is, we're going to write a T next to the title.

We know that T stands for title.

Now, after the T comes...?

>> A.

>> Very good.

And what this A stand for?

>> The author.

>> Very good.

And what we're going to do is, next to the author's name, Melissa Tallman -- You'll usually find the author's name below the title.

If you don't, just look for a name that's separate from the text, and that's how you know it's the author.

So, here we're going to put A for author.

And finally, after T and A, there's...?

>> G. Very good.

And we're going to -- After reading this, we know that this is not a make-believe story.

We know that this is a real, scientific, fact-based story.

So this is going to be genre up here, and we're going to say G equals non-fiction.

Very good.

>> All righty.

>> There we go.

All right, now it's on to step 2.

So after reading our T-A-G -- TAG -- it's time to play a little tag.

Tag, you're it.

>> Good old days.

I used to win.

She knows that.

All right.

So let's look at the paragraph again.

Now, we know that we had to make a key.

We already did that.

Now we can actually go ahead and start color-coding our paragraph.

All right?

So let's look at the first line.

"One hundred years ago, going to the moon was a crazy, impossible idea."

Hmm.

Do you think it's a fact, details about a fact, vocabulary, an interesting fact, or a question?

>> Well, it can't be a fact because there isn't really information there.

>> Mm-hmm.

>> And there's no details about a fact because there is no facts.

>> Exactly.

>> Not vocabulary.

My money's on interesting facts.

>> Oh, my God.

Me, too.

>> Great minds think alike.

>> Yes, we do.

All right.

So we're going to go ahead, and the color we've chosen was orange.

So Ms.

Sumrein's going to go ahead and color in this entire thing.

All right.

Here you go.

Don't forget to color in the line, Ms.

Sumrein.

>> You got it, dude.

>> Now, for those of you that do not have that color at home, you can simply just grab your marker.

And we know that it's an exclamation mark.

You can go ahead and just simply -- Oh, I'm gonna have to go over a little bit.

Gonna start right here.

>> How's that?

>> That's perfect.

And I'm going to go right here, and I'm making an exclamation mark right there.

So now we know that the first line is an interesting fact.

>> All right, guys, great job on the first sentence.

Now next sentence.

So now we're at the second sentence of our paragraph, and we're going to read it to identify which element on the key it is.

So, "The only way to study the moon was to observe it from Earth using telescopes."

Now, this one can have more than one element, but let's identify the main element of this sentence.

So, Ms.

Sumrein, do you think this is a fact or a detail about a fact?

>> Well, you know, I actually was kind of debating this.

And I think it honestly is a fact, because I think that when people used to look at, you know, the stars back when we didn't have much technology, I think they did use telescopes.

>> Okay.

>> All right?

>> Very good.

So then we'll go with our color blue.

>> So we're going to color mark it blue.

So, Ms.

Sumrein's going to color it blue.

Now, if you noticed, if we don't have colored pencils, we're going to look at our symbol, and the symbol that we have -- unh!

-- is going to be an underline.

So, as she's coloring it in, I'm just going to kind of simply underline this.

Try not to get in her way.

>> Don't you dare.

>> Sorry.

>> [ Laughs ] >> Manners matter, guys.

All righty.

So we're going to go ahead and underline this.

Again, this is only if I do not have the colored pencils at my disposal, I can go ahead and just use my symbols.

So now there's one thing I want to pause right now and just let you guys know.

You may have a different opinion.

So it's really good to kind of stop, think, and then go over it.

Okay?

So you may have a different opinion, and that's okay.

And it's always about how you go ahead and talk about your opinion, and that's how you can get your way across.

All right?

>> Now, there can be more than one element, as I said earlier.

In this particular sentence, if you're a language learner, then there are going to be some words that you don't really understand, you've never seen before, and that's totally fine.

This is where you guys want to pull out that dictionary and circle those words that are kind of confusing for you.

So, for our key, vocabulary is either a circle or it's green.

So, for organization's sake, we're going to use circles.

We're going to circle words that can be unfamiliar, like the word "observe."

>> And it's okay to not know words.

So, you know, although I'm the older sister, sometimes Ms.

Sumrein knows more words than I do.

And it's okay, because all you have to do is kind of say, "I really don't know this word, and I want to know it."

And remember, it's all about the learning process.

>> Right.

And the next word that can be kind of confusing for folks is "telescopes."

>> All righty.

>> So once you have those words circled, what you want to do is look it up in the dictionary.

You can use Google dictionary, you can use a book dictionary, whatever is at your disposal.

Once you do that, you can either write it on the work itself.

If you have room on the sides or in a notebook, write down the word and the definition.

That way, when you read it again, you know what the word means, and you can replace it with a synonym.

So, for example, if I wanted to change the word "observe," I can say "to look at very carefully."

>> Oh.

I didn't think of it like that.

>> Yep.

Simple rules, simple tricks.

Try them at home.

Anytime.

Just like we did with the first sentence and the second sentence, now we're going to try to go over the third sentence.

So here it says, "Starting in 1959 --" Now pause for a second.

Any time you see a date, it's usually a fact.

So that's your best guess.

Now, when you see a date, pull out that blue marker or blue pencil and start coloring it in.

So, we see a date here.

Now we know that this is giving us information, so it's a fact.

So, "Starting in 1959, however, unpiloted spacecraft landed on the moon."

>> Ms.

Sumrein.

>> Yes.

>> What does that word mean?

>> Good question.

So, if you guys have that question, which color should you use?

>> Green.

>> Very good.

Now pull out that green and circle that word.

Or color it in.

Whatever you want.

Just like we did with these words, now we have to pull out that dictionary or Google that word to find out what it means.

>> Could I circle it?

>> Absolutely.

Do whatever you like.

>> I don't know.

It stands out that way more.

>> That is true.

All right.

All right.

So, "Starting in 1959, however..." Now this is a word that tells us there's more information.

Like that infomercial -- "But wait!

There's more."

So, "Starting in 1959, however, unpiloted spacecraft landed on the moon."

"Unpiloted" -- the word "un."

So this is a prefix.

That tells us "not."

So, "unpiloted" -- "not piloted."

There is no one flying that plane or that spacecraft.

>> So "spacecraft landed on the moon" -- is that a fact?

>> Yes, that is part of the fact.

Thank you very much.

>> No problem.

>> Teamwork makes the dream work.

>> And also ask.

You know, if you're doing this at home and you have, you know, a friend there or if you have a sibling, start having conversations about this.

You never know who could learn from you.

>> There you have it.

Beautiful.

>> All righty.

>> So now we repeat the steps for the rest of the paragraph.

So let's go through it.

Go ahead -- read it for us.

>> "They took photos and studied the rocks and soil."

Hmm.

I kind of find that to be a detail supporting when they landed on the moon.

What do you think?

>> Yes, because this is our fact, and the sentence that comes after that is telling us more information about that fact.

So which color should I be using?

>> Red.

>> Very good.

>> And then, again, just to go over, because we chose the star as the symbol, we're going to go ahead... >> So we decided for a scenery change.

Much better.

Don't you think?

All right.

So, like we said, you're going to move on to the next sentence and repeat the same steps.

Look at the key and identify the element that's being read.

So, here we have our fact that says, "Starting in 1959, unpiloted spacecraft landed on the moon."

Now, the next sentence says, "They took photos and studied the rocks and soil."

So now this is giving us more information about a previously stated fact.

So the previously stated fact, the fact stated before, was about when the unpiloted spacecraft landed on the moon.

Now this new sentence is telling us what they found on the moon, or what they were looking for.

>> So it's kind of like examples.

>> Exactly.

>> Okay.

>> So the details are giving us examples, or more information, about our fact.

Use the color red.

If you're using the key.

>> Yeah.

And then, I went ahead, and I drew -- I mean, my stars don't look that pretty, but it's okay, because remember, my notes are for me.

And I created little stars knowing that these are going to be details about the facts that we're learning.

All righty.

You want to go up?

>> Sure.

"10 years later, astronauts Neil Armstrong and Buzz Aldrin walked on the moon."

Do you know how to do the Moonwalk?

Perfect.

Not really.

All right.

So, we have two people here, very famous people, being named as part of this entire mission.

So our guys are Neil Armstrong and Buzz Aldrin.

Now, Ms.

Sumrein, do you think this is a detail or is it a fact?

>> I kind of feel like, although it's giving me information, it's giving me more details about who were the people that were involved in this.

What do you think?

>> Right.

So this is telling us, "10 years later, astronaut Neil Armstrong and Buzz Aldrin walked on the moon."

So this is going further with this bit of information here.

So we're going to color that red.

>> I'm going to draw my little stars right here.

>> While you do that, I'll be right here.

This kind of is, like, therapeutic just coloring, you know?

>> I love coloring.

>> And it looks so pretty.

>> Thank you.

>> You are pretty.

That's for mom.

All right.

>> All right.

Now we're on our final sentence.

So here we go -- "What once seemed impossible came true, thanks to advances in technology and a lot of hard work.

>> Whoa, whoa, whoa.

Ms.

Sumrein.

Now, I know I know what technology is.

But if I wanted to go deep, you know, kind of get into it, could I highlight that as a key term?

>> Absolutely you can.

Nothing is stopping you from doing that.

>> All right.

So I'm going to go ahead and use the circle.

>> All right.

I'll use my green.

>> All righty.

I'm going to go ahead and circle "technology."

>> And I'll color it green.

>> Should I be embarrassed if I don't know a word?

>> Absolutely not.

Listen, as an adult, you come across words that you don't know.

Never feel ashamed of that.

And if you're a kid, you're still learning words.

So the dictionaries are not here to collect dust.

Use them.

All right?

>> Open them.

>> Open them.

Open up your minds.

Get those words in there and remember them forever.

Vocabulary is beautiful, and every subject has a new world of vocabulary words to learn.

Now, these are science terms.

When you grow up, you can use these every single day of your life because science is everywhere.

>> Exactly.

All right.

Thanks.

>> Anytime.

>> "What once seemed impossible came true thanks to advances in technology and a lot of hard work."

I kind of find that to be really interesting.

>> So do I. Because it's not a fact.

It's more like an opinion of the author.

And that's perfectly fine.

So we're going to highlight that in orange.

>> And I'm going to go ahead and mark that with my marker.

I'm gonna make a big exclamation mark.

All righty.

Your coloring skills are getting better.

>> So are my biceps.

>> I don't know about that, but... >> Oh.

>> Uh-oh.

>> We're running low.

>> All righty.

>> All righty.

We got it done.

>> So there you are.

You have a fully color-coded paragraph.

And I think it was pretty easy.

>> I think so, too.

Now, if you find this to be a struggle, that's fine.

This is your first paragraph, and it's your first try.

Nothing in life comes easy at the first try.

You have to kind of go through the motions and keep trying your best.

Now, what I love about this is, when you're finished with this entire piece, you're going to look back at it and say, first of all, "It's beautiful," and second of all, you don't have to go back and read from the first line to the last line.

You have everything mapped out for you in this beautiful organized way.

>> All right.

Ready, Ms.

Sumrein?

>> Absolutely.

>> Okay.

Name a fact.

>> The unpiloted spacecraft first went out in 1959.

>> Good job.

>> Thank you.

>> Good job.

>> No pressure at all.

>> All righty.

So, kiddos, there you have it.

All you have to do is just look at your key now if you forget what it is, and guess what -- now you'll have this until you need to use it again, and you'll be just fine.

All right?

So now what I want you to do is get ready because we're going to do the next paragraph.

But guess what -- you're going to show us what you got.

You ready?

>> Yep.

>> All righty.

>> Hi, New Jersey.

Ms.

Correia here again.

I know that you just learned how to color code a text on paper with the Sumrein sisters.

Now I'm going to go ahead and show you how to color-code the same text on the computer.

This is just another option if you're not really a fan of doing things by hand or you just enjoy the computer a little bit more.

So, I've already typed up the paragraphs we're going to focus on on PowerPoint.

Now, I chose PowerPoint because I really like the tools that it offers me.

There's so many options out there, but I chose this for now.

So, the first thing we taught you when you're going to color-code something you're reading is to TAG.

So let's start with that.

Here I have the title of the text, which is "The Red Planet."

Now, as you see here at the top, it's my toolbar.

If I go ahead and click "Insert," I have the "Shapes" button.

I'm going to click shapes, and I'm going to select an arrow.

There's a lot to choose from.

I'm just going to stick with this one.

Drag it out.

And now I have an arrow.

And I'm going to change the color, which is here up at the top.

You can change it to any of these colors.

Let's use green.

I like green.

And now I can type in this.

So T, if you remember, T stands for title.

So... I can change the font to make it easier to see or bigger to see.

This is one of my favorite fonts, so I'll stick to this.

So, title.

Now, after title, who remembers what the second part of TAG is?

If you said "author," you're absolutely correct.

Great job remembering the second part of TAG.

So, again, I would go to "Insert," "Shapes," and I'll choose this arrow.

Drag.

Oh.

I can move it so it's here.

And I'm going to go ahead and change the color again.

I'll use black this time.

And now I can write on it.

So this is the author, and, wow, that's really small.

So, go back to home, change my font, change the size.

Boom.

There we go.

Now I have two out of the three parts of TAG.

All right, New Jersey.

What's the third part of TAG?

If you thought genre, you're correct.

Genre, just to refresh, means the category the text belongs to.

I wonder who remembers what the two type -- types -- excuse me -- of text there are.

If you thought fictional and non-fictional, great job!

So, we don't necessarily know where this text is coming from, but I'm going to use my thinking.

I see a red planet on the screen and I know the red planet in real life is Mars.

And I said some really key words -- real life.

Who can remember which genre is based on real-life information?

If you said non-fiction, give yourself a pat on the back.

You got it right.

I hope you got three in a row.

So now I'll go back to "Insert," and I can pick the new shape.

Hmm.

Let's see.

Maybe I'll just go with a simple circle.

It can represent our planet.

And because we're dealing with a red planet, I'm going to go ahead and make it red.

And typing into it, I'm going to go ahead and change my font size and font itself.

Make that a little bigger so it all fits.

So I'm going to write "genre equals non-fiction."

Oops.

I guess I need to minimize that size a little bit.

And... There we go.

Okay.

Now we've tagged our text.

Let's move on.

Now, I already pre-typed my paragraphs into the slide.

So I'm going to first make my key because, as we taught you, the second step of color coding is to create your key.

So I'm going to go ahead and go back to "Insert."

This time, I'm going to click "text box."

Whoops.

Oh, right.

[ Chuckles ] Silly me.

You're going to have to drag and let go.

And there's your text box.

Now, changing my font again.

And I'm going to make it a little bit bigger so that you and I can see it well.

I'm going to go ahead and use the same key that the Sumrein sisters used.

Most of my students really enjoy watching me type because they say I type very quickly.

Lots and lots of practice.

Okay.

So, there we have it.

These are the pieces that we are going to annotate for -- facts, which I'm going to color-code in light blue, details about those facts, which I'm going to highlight in purple, vocabulary, which I will use green, interesting sentence, which I will use the pinkish purple color, and last but not least, questions -- oops!

Wrong one.

I'll use yellow.

All right.

So, there we have it.

This is what we are going to use as our key.

Now, we've made our key.

Now we have to read the paragraph.

I always teach my students to read the paragraph before annotating.

You do the annotating the second time you go back and read.

So, "One hundred years ago, going to the moon was a crazy, impossible idea.

The only way to study the moon was to observe it from Earth using telescopes.

Starting in 1959, however, unpiloted spacecraft landed on the moon.

They took photos and studied the rocks and soil.

Ten years later, astronauts Neil Armstrong and Buzz Aldrin walked on the moon.

What once seemed impossible came true, thanks to advances in technology and a lot of hard work."

Okay.

Now, if you're looking at your paragraph and your key, let's start with the first sentence.

"One hundred years ago, going to the moon was a crazy, impossible idea."

Hmm.

To me, that's an interesting sentence because it's true that, so long ago, it wasn't possible that people could go to the moon.

So I went ahead and highlighted that in the purplish pink color.

"The only way to study the moon was to observe it from Earth using telescopes."

That, to me, seems like a fact.

It is true that the only way to observe it was to use telescopes.

So I'm going to highlight -- Go here to my highlighter tool, and I'm going to click blue because, according to our key, that's what blue is.

And now the third sentence.

"Starting in 1959 --" Hmm.

A date -- very important.

"Starting in 1959, however, unpiloted spacecraft landed on the moon."

Hmm.

First of all, "unpiloted" sticks out to me because I'm not 100% sure what that word means.

Do any of you think you know what it means?

Hmm.

I'm going to go ahead and highlight that vocabulary.

And that's something that we would have to look up using the dictionary.

Good thing we brought dictionaries with our materials, like Ms.

Sumrein told us.

Hmm.

"In 1959 --" that's a date.

So I know that that's a fact, so I'm going to highlight that in light blue again.

And they told us that spacecraft landed on the moon.

That's also a fact.

It's true that they, indeed, landed on the moon.

Now, the next sentence says, "They took photos and studied the rocks and soil."

So this, to me, seems like a detail that is supporting what we just read.

So that, to me, is going to be a detail about the fact, so that would be dark purple.

Now, it's important to know, because a lot of students will say, "Well, Ms.

Correia, what's the difference between a fact and a detail about the fact?"

And it's a great question.

I'm sure some of you are sitting there thinking the same thing.

Remember that facts are like your main idea.

Your details about those facts support or give more information about that fact.

I like to think about it as a sports -- sports kind of comparison.

The starting players in a game are your facts.

Your substitute players are the details about the facts.

But you need both to make the game work.

Any sports fans out there, New Jersey?

I know I am.

All right.

"Ten years later, astronauts Neil Armstrong and Buzz Aldrin walked on the moon."

So that, again, is supporting our first fact that spacecraft landed on the moon.

So this would be purple again.

Okay.

And we are at the last sentence.

"What once seemed impossible came true, thanks to advances in technology and a lot of hard work."

"Technology" is bolded.

That's a vocabulary term.

Funny.

Hmm.

We are color coding using technology, and "technology" is one of our vocabulary words.

Now, the rest of this sentence, to me, is an interesting sentence.

It is interesting that what once seemed impossible really is now what we're doing.

Okay.

How are you feeling about this so far?

Good?

Feeling comfy?

If not, we're going to do one more paragraph together.

>> Well, how was that?

Wasn't that just an amazing lesson?

>> That was fun.

>> It was really fun.

My favorite part was just how organized everything looked.

Now, thinking about my students and their struggles sometimes with English and going back and understanding the meaning of words, I just loved how the colors told them what they needed to know.

So if they're going back and answering a question, easy, look for the color that gives you the correct information and just use that.

And I think that's amazing.

>> That's a great point.

I know as a special education teacher, for visual learners, it's very good, as well, because the colors speak to what they're seeing, and it makes it easier for them to go back to.

But I also know that it works really well for people who read something and they read from the top to the bottom of it, and by the time they get to the bottom, they forgot what they read.

So having those notes there really makes it a lot easier.

>> Yeah.

And you know, even as a former student that used to use this, now as a grad student, this is really helpful for me, as well.

You know, I'm reading research and articles all the time, and having color coding there really helps out.

I mean, I learned this when I was in high school.

Dr.

Tardavida, she taught this skill to me, and it was great, you know?

And now she's my boss.

So I get to now share this with all of New Jersey.

And I think it's a skill that they can use, whether it's language arts, history, science, math, or even in their electives.

>> Yeah.

>> Well, New Jersey, that's all from us.

We had a great time, and we hope you stay healthy, safe, and happy.

See you later.

>> Bye.

>> Bye.