teaching resource

Main Idea Ice Cream Cones Sorting Activity

Updated: 07 Jun 2023

Practise distinguishing the main idea and the supporting detail with this fun ice cream sorting activity.

Editable: Google Slides
Non-Editable: PDF
Pages: 1 Page
Years: 2 - 5

Curriculum

VC2E2LY10

Use comprehension strategies, such as visualising, predicting, connecting, summarising, monitoring and questioning, and begin to analyse texts by drawing on a growing knowledge of context and text structures to build literal and inferred meanings <ul> <li>listening for specific information and providing key facts or points from an informative or persuasive text</li> <li>listening and responding to detailed instructions</li> <li>integrating information from print, images and prior knowledge to make supportable inferences</li> <li>identifying the main idea of a text • predicting vocabulary that is likely to be in a text, based on the topic and the purpose of the text; for example, predicting that ‘station’ and ‘arrive’ would be in a text recounting a train journey</li> <li>using prior knowledge to make and confirm predictions when reading a text</li> <li>using graphic organisers to represent the connections between characters, order of events or sequence of information</li> </ul>
VC2E4LY09

Use comprehension strategies, such as visualising, predicting, connecting, summarising, monitoring and questioning, to expand topic knowledge and ideas, and begin to evaluate texts to build literal and inferred meanings <ul> <li>making connections between information in print, images and sound</li> <li>reading or listening for key topic-specific vocabulary words to build understanding</li> <li>reading or listening to interpret the main idea and supporting ideas</li> <li>identifying evidence and reasoning used by authors to support points or arguments</li> <li>applying self-monitoring strategies such as re-reading, pausing and questioning, and self-correction strategies such as confirming and cross-checking</li> <li>connecting the use of colours, images, symbols and patterns in texts by Aboriginal and Torres Strait Islander authors and illustrators</li> <li>evaluating an author’s use of evidence to support arguments</li> </ul>
VC2E5LY09

Use comprehension strategies, such as visualising, predicting, connecting, summarising, monitoring and questioning, to evaluate information and ideas to build literal and inferred meanings <ul> <li>summarising ideas and information to determine the main idea of a text</li> <li>using research skills, including identifying research purpose; locating texts; gathering and organising information; evaluating relative value; evaluating the accuracy and currency of print and digital sources; and summarising information from several sources</li> <li>comparing texts on the same topic to identify similarities and differences in the ideas or information included</li> </ul>

teaching resource

Main Idea Ice Cream Cones Sorting Activity

Updated: 07 Jun 2023

Practise distinguishing the main idea and the supporting detail with this fun ice cream sorting activity.

Editable: Google Slides
Non-Editable: PDF
Pages: 1 Page
Years: 2 - 5

Practise distinguishing the main idea and the supporting detail with this fun ice cream sorting activity.

🍦 How Many Scoops? Main Idea Ice Cream Activity

Use this fun ice cream-themed sorting activity to strengthen your student’s understanding of the main ideas and supporting details. This hands-on activity provides students with ice cream cones and colourful matching ice cream scoops. Each ice cream cone represents a main idea, while the scoops represent the supporting details. The main objective is for students to match the appropriate scoops of ice cream to the corresponding cones based on the relationship between the main idea and its supporting details.

How to Use This Resource

Preparation: Print out the ice cream cones and scoops of the templates provided in the resource pack. Cut out the cones and scoops, ensuring enough sets for each student or group.
Introduction: Begin the activity by explaining the concept of main ideas and supporting details to the students. Provide examples to help them grasp the concept. You may use a short passage or text as an example or generate your main idea and supporting details for demonstration purposes.
Activity Instructions: Distribute the ice cream cones and scoops of ice cream to the students. Instruct them to read the main idea written on each cone and analyse the supporting details provided on the scoops of ice cream. Students should then match the appropriate scoops of ice cream to the corresponding cones by placing them on top.
Group Discussion: After completing the sorting activity, encourage students to discuss their choices with their peers in small groups or as a whole class. Ask them to explain the reasoning behind their selections and how the supporting details relate to the main idea. This will promote collaboration, critical thinking, and communication skills.
Extension Activities: To further reinforce the concept of main ideas and supporting details, you can provide additional passages or texts for students to read and independently identify the main ideas and supporting details. This can be done through some main idea worksheets.

Download and Sort Today!

Use the dropdown menu to download this resource’s PDF or editable Google Slide version. It is advised to print on thick card to ensure the durability of this hands-on activity.

This resource was created by Lindsey Phillips, a Teach Starter collaborator.

Curriculum

VC2E2LY10

Use comprehension strategies, such as visualising, predicting, connecting, summarising, monitoring and questioning, and begin to analyse texts by drawing on a growing knowledge of context and text structures to build literal and inferred meanings <ul> <li>listening for specific information and providing key facts or points from an informative or persuasive text</li> <li>listening and responding to detailed instructions</li> <li>integrating information from print, images and prior knowledge to make supportable inferences</li> <li>identifying the main idea of a text • predicting vocabulary that is likely to be in a text, based on the topic and the purpose of the text; for example, predicting that ‘station’ and ‘arrive’ would be in a text recounting a train journey</li> <li>using prior knowledge to make and confirm predictions when reading a text</li> <li>using graphic organisers to represent the connections between characters, order of events or sequence of information</li> </ul>
VC2E4LY09

Use comprehension strategies, such as visualising, predicting, connecting, summarising, monitoring and questioning, to expand topic knowledge and ideas, and begin to evaluate texts to build literal and inferred meanings <ul> <li>making connections between information in print, images and sound</li> <li>reading or listening for key topic-specific vocabulary words to build understanding</li> <li>reading or listening to interpret the main idea and supporting ideas</li> <li>identifying evidence and reasoning used by authors to support points or arguments</li> <li>applying self-monitoring strategies such as re-reading, pausing and questioning, and self-correction strategies such as confirming and cross-checking</li> <li>connecting the use of colours, images, symbols and patterns in texts by Aboriginal and Torres Strait Islander authors and illustrators</li> <li>evaluating an author’s use of evidence to support arguments</li> </ul>
VC2E5LY09

Use comprehension strategies, such as visualising, predicting, connecting, summarising, monitoring and questioning, to evaluate information and ideas to build literal and inferred meanings <ul> <li>summarising ideas and information to determine the main idea of a text</li> <li>using research skills, including identifying research purpose; locating texts; gathering and organising information; evaluating relative value; evaluating the accuracy and currency of print and digital sources; and summarising information from several sources</li> <li>comparing texts on the same topic to identify similarities and differences in the ideas or information included</li> </ul>

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