Main Idea

Cont e nt s
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Using This Book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Mini-Lesson:
Teaching About Main Idea & Details . . . . . . . . . . . . . . . 4
Student Learning Pages:
Review & Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Thinking Model & Practice . . . . . . . . . . . . . . . . . . . . . . . 6
Pre-Assessment:
Sorting Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Practice Pages 135 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Assessments 13 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
Student Record Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
Scholastic Inc. grants teachers permission to photocopy the practice pages from this book for classroom use. No other part of this publication
may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical,
photocopying, recording, or otherwise, without written permission of the publisher. For information regarding permission, write to
Scholastic Inc., 557 Broadway, New York, NY 10012.
Cover design by Maria Lilja
Interior design by Holly Grundon
Interior art by Mike Gordon
ISBN 0-439-55425-X
Copyright 2005 by Linda Ward Beech.
All rights reserved.
Printed in the U.S.A.
1 2 3 4 5 6 7 8 9 10 40 14 13 12 11 10 09 08 07 06 05
Reading Passages That Build Comprehension: Main Idea & Details Linda Ward Beech, Scholastic Teaching Resources
Introduction
eading comprehension involves numerous thinking skills. Identifying main

ideas and the details that support them is one such skill. A reader who is
adept at identifying main ideas makes better sense of a text and increases his
or her comprehension of what is being communicated. This book will help you help
students learn to recognize main ideas and the details that develop them. Use the pages
that follow to teach this skill to students and to give them practice in employing it.
Using This Book

Pages 5-7
After introducing main ideas and supporting details to students (see page 4), duplicate
and pass out pages 57. Use page 5 to help students review and practice what they have
just learned about identifying the main idea and supporting details. By explaining their
thinking, students are using metacognition to analyze how they recognized main ideas.
Pages 67 give students a model of the practice pages to come. They also provide a
model of the thinking students might use in choosing the best words to represent a
main idea or supporting detail from the paragraph.
Page 8
Use this page as a pre-assessment to find out how students think when they identify main
ideas. When going over these pages with students, discuss why some choices represent main
ideas and why some represent information in the passage but do not state the main idea.
Teacher
Tip
For students who
need extra help,
you might
suggest that they
keep pages 57
with them to use
as examples when
they complete the
practice pages.
Pages 9-43
These pages offer practice in identifying main ideas and supporting details. The first
question asks students to identify the main idea, while the second question requires
students to focus on supporting details. The third question asks students to revisit the main
idea by choosing the best title for the paragraph. Be sure students understand that the title
should summarize the main idea. After reading the paragraph, students should fill in the
bubble in front of the correct answer for each question.
Pages 44-46
After they have completed the practice pages, use these pages to assess the way students
think when they identify main ideas and supporting details. Explain that for the first
exercise students should circle the main idea sentence in the paragraph and then write
their own title that summarizes the main idea. The second exercise asks students to
circle the main idea and to cross out a sentence in the paragraph that is not a detail.
Page 47
You may wish to keep a record of students progress as they complete the practice
pages. Sample comments that will help you guide students toward improving their
skills might include:
reads carelessly
doesnt recognize main ideas
misunderstands
text
has trouble differentiating main ideas

from supporting details
Mini-Lesson: Teaching About

Main Idea & Details
1. Introduce the concept: Write these words on the chalkboard:
gray
pink
lime
colors
tan
purple
Ask students which of the words tells what all the words are about.
Teacher
Tip
Students can
learn a lot if
you review the
finished practice
pages with them
on a regular
basis. Encourage
students to
explain their
thinking for each
correct answer.
Ask them to
point out the
words that
helped them
identify main
ideas. Discuss
why the other
sentences are not
correct choices.
2. Model thinking: After students have correctly identified colors as the word
that tells what the other words are about, explore why they chose this answer by
modeling how they might think aloud.
All the word

s have some
th
do with colo
rs. The word ing to
colors tells
what the ot
her words a
re. T
gray, pink, lim
e, tan, and p he words
urple are all
examples of
colors.
3. Define the skill: Remind students that when they

read a paragraph, the sentences in it are related to one
another. The sentences are all about a main idea. This is
the key point in the paragraph, just as colors is the key word
in the example on the chalkboard. Explain that very often
the main idea is stated in the first sentence of a paragraph.
However, the main idea can also be given in the middle or
at the end of a paragraph.
Tell students that the other sentences in a paragraph
tell more about the main idea. These sentences give
Detail
supporting details. A supporting detail might be an
example such as the color words on the chalkboard. A
supporting detail might also be a fact about the main
idea or a description of it. Explain that supporting details fill
in information about the main idea and make the paragraph
more interesting to read. Help students understand that the
I.
main idea is bigger or broader than the supporting details.
Use graphic organizers such as the examples shown here to
help students who are visual learners understand the concept.
4. Practice the skill: Use Practice Pages 943 to
Example 1
Main
Idea
Detail
Example 2
Main Idea
A. Detail
B. Detail
C. Detail
give students practice in identifying main idea and

supporting details.
Detail
Name
ce
Review & Practi
Date
What Is a Main Idea?

What Are Supporting Details?
You read a paragraph. It might give you a lot of information. A lot

of information can be confusing. How does a reader handle this?
A good reader sorts out the information. A reader might think:
main point
What is the
graph?
of this para
What other
information
is given? How
does it help
me understa
nd the main p
oint?
When you answer the first question, you identify the main idea. The main idea
is what the paragraph is about. When you answer the other questions, you
identify the details. The details support or tell more about the main idea.
Read the paragraph below, and then complete each sentence.
olphins are good

learners. They learn
to play games. They learn

to do tricks. Trainers have
1. This paragraph is mainly about

_______________________________________.
2. One detail about the main idea is
_______________________________________.
taught dolphins how to

save lives. One trainer
even taught his dolphins
to clean out their tank.
For each piece of trash
they brought him, he gave
them a fish.
3. Another detail about the main idea is

_______________________________________.
4. The details help me understand the main idea
because they
_______________________________________.
5. The main idea is in the __________ sentence.
Thinking Model
& Practice
Name
Date
Identifying Main Idea & Supporting Details

Study these two pages. They show how a student
identified the main idea and supporting details.
Read the paragraph. Then fill in the

bubble that best completes each sentence.
he first U.S. zoo opened in Philadelphia in 1874. Visitors were

thrilled to see animals from all over the world. The zoo had six
giraffes, an elephant named Jennie, and many colorful birds. It also

had some animals from Australia. People were amazed at the
kangaroos, wombats, and dingoes.
1. The main idea of the paragraph is

A. the different animals
from Australia
The paragraph tells about
animals from Australia, but it tells
about other animals too.
B. the first zoo in the

United States
This is what the first sentence
says. The other sentences all tell
about this zoo.
C. how people felt at seeing

strange animals
Some sentences tell how
people felt, but most of the
sentences are about the zoo.
I am going to fill in B. This

sentence seems to be the main
point of the paragraph. The other
sentences tell more about it.
Continued
Identifying Main Idea

& Supporting Details
Thinking Model
& Practice
(Continued)
2. A detail that tells about the main idea is

A. the American animals
thrilled visitors
The paragraph says the
animals are from all over the
world, not just the U.S.
B. the visitors came from

all over the world
It doesnt say the visitors are
from all over the world. I think the
visitors were probably Americans,
mostly from Philadelphia.
C. the zoo had some

animals from Australia
The zoo did have animals
from Australia. It even gives
some examples.
I am going to fill in C.
This sentence gives more
information about the first zoo;
the others do not.
3. The best title for this paragraph would be

A. Americas First Zoo
C. An Elephant Named Jennie
This title tells about the

whole paragraph.
This title only tells about

part of the paragraph.
B. Welcome to
Philadelphia
This title doesnt tell
about the zoo.
I am going to fill in A.
It sums up what the paragraph
is all about.
Identifying Main Idea & Details
t
Pre-Assessmen
Name
Date
Sorting Information
Read each paragraph. Write main idea or detail next to each group of words.
1. Patricia Polacco often writes books that recall her childhood.

Chicken Sunday is based on some neighbors. The books
Thundercake and Meteor take place on her grandparents farm.
A. _____________ neighbors
B. _____________ books about Polaccos childhood
C. _____________ grandparents farm
2. Did you know that Orange is in Texas? Have you heard of Bacon,
Georgia? Some towns are named for food.
A. _____________ food names for towns
B. _____________ Orange
C. _____________ Bacon
3. You might see animals in an African jungle.You might ride the big
waves in a pool.You can visit the future too. Theme parks offer
many different thrills.
A. _____________ big waves
B. _____________ the future
C. _____________ theme park thrills
4. San Francisco is known for many things. It has cable cars on its
steep hills. It is famous for a chocolate candy. People also like its
sourdough bread.
A. _____________ famous San Francisco things
B. _____________ chocolate
C. _____________ cable cars
Practice Page
Name
Date
Read the paragraph. Then fill in the bubble

that best completes each sentence.
ount Rushmore is a huge carving

in a stone cliff. The carving
shows the faces of four U.S. presidents.

They are George Washington, Thomas
Jefferson, Theodore Roosevelt, and
Abraham Lincoln. Mount Rushmore
is in South Dakota. Each year many
people visit this amazing sight.
1. The main idea of

the paragraph is
A. what Mount
Rushmore is
B. where Mount
Rushmore is
C. the names
of the
presidents
2. A detail that tells
3. The best title for
about the main

idea is
this paragraph
would be
A. how the four

presidents
were chosen
B. which
presidents are
at Mount
Rushmore
A. The Face of
Washington
B. Visiting South
Dakota
C. Mount
Rushmore
Carvings
C. why Mount
Rushmore is in
South Dakota
Practice Page
Name
Date

rows are the robbers of the bird world.

Crows especially like to steal food
from other birds. Sometimes they are

very bold about taking things. They
might chase another bird, cackle at it,
or even bump into it. At other times
crows are sneaky. They get close
and then snatch food away when
another bird isnt looking.
1. The main idea of

the paragraph is
A. why crows like
to take food
B. the kind of
food that
crows eat
C. how crows act
like thieves
10
about the main

idea is
this paragraph
would be
A. how crows can

be sneaky
A. A Bump from
a Crow
B. how other
birds fight
crows
B. Bandit Birds
C. What Crows Eat
C. where crows
make their
nests
Practice Page
Name
Date

he year was 1850. The place was

New York City. A gentleman was
on his way to a wedding. He was all

dressed up. However, it had just
rained, and the streets were muddy.
The man turned up the bottoms of
his pants to keep them clean. At the
wedding, he forgot to turn them
down. That is how the fashion for
cuffs on pants got started.
1. The main idea of

the paragraph is
A. what New
York was like
in 1850
B. the story
behind cuffs
on pants
C. how to keep
pants clean in
the mud
about the main

idea is
this paragraph
would be
A. why the man

turned up
his pants
B. who was
getting married
that day
A. A Rainy Day in
New York
B. Keeping Your
Clothes Clean
C. How Cuffs
Turned Up
C. what people
said about the
weather
11
Practice Page
Name
Date

t takes a lot of trucks to get an

airplane ready to fly. Fuel trucks
are very important. They fill the

fuel tanks of planes. Baggage
trucks carry peoples suitcases
to and from planes. Still other
trucks deliver food.You might
also see mail trucks and cargo
trucks. Also standing by at
airports are repair trucks.
1. The main idea of

the paragraph is
A. airplanes are
like trucks
B. some trucks
carry food
C. how trucks
help planes
about the main

idea is
this paragraph
would be
A. trucks are
more
important
than planes
B. many people
carry on their
luggage
C. airplanes
depend on
trucks for fuel
12
A. The Role of
Trucks at
Airports
B. Repair Trucks
on the Runway
C. Mail Trucks
and Cargo
Trucks
Practice Page
Name
Date

mericans like toast, eggs, and cereal. In

China people eat congee, a thick rice.
People in Japan often have a soup called miso.

Pancakes made from lentil beans are favored in
India. Bread and coffee with milk are the most
popular breakfast foods in France. Breakfast
around the world is a matter of different tastes.
1. The main idea of

the paragraph is
A. people in
China and
Japan like
different foods
B. cereal is a
popular
breakfast
food in the
United States
C. people eat
different foods
for breakfast
around the
world
about the main

idea is
this paragraph
would be
A. breakfast is
an important
meal
B. everyone eats
eggs at
breakfast
C. people in
India eat
lentil pancakes
A. Soup in the
Morning
B. Breakfast
Around the
World
C. Something
to Eat
13
Practice Page
Name
Date

he Holland Tunnel is a
roadway under the Hudson
River. At one end of the tunnel

is New York City. At the other
end is the state of New Jersey.
Almost 50,000 cars and trucks
go through the Holland Tunnel
each day. The distance is just
over one and a half miles.
Depending on the time of day,
it can be a long or short trip.
1. The main idea of

the paragraph is
A. what the
Holland
Tunnel is
B. the length of
the Holland
Tunnel
C. what the
Hudson River
is like
14
more about the

main idea is
this paragraph
would be
A. the places
that the
tunnel
connects
B. how to get
through the
tunnel
A. A Long or
Short Trip
B. Riding
Through a
Tunnel
C. Holland
Tunnel Facts
C. other ways to
cross the
Hudson River

Main Idea

Uploaded by

Copyright:

Available Formats

Main Idea

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Main Idea

Uploaded by

Copyright:

Available Formats

Cont e nt s

eading comprehension involves numerous thinking skills. Identifying main

Using This Book

has trouble differentiating main ideas

Mini-Lesson: Teaching About

All the word

3. Define the skill: Remind students that when they

4. Practice the skill: Use Practice Pages 943 to

give students practice in identifying main idea and

What Is a Main Idea?

You read a paragraph. It might give you a lot of information. A lot

olphins are good

to play games. They learn

1. This paragraph is mainly about

taught dolphins how to

3. Another detail about the main idea is

Identifying Main Idea & Supporting Details

Read the paragraph. Then fill in the

he first U.S. zoo opened in Philadelphia in 1874. Visitors were

giraffes, an elephant named Jennie, and many colorful birds. It also

1. The main idea of the paragraph is

B. the first zoo in the

C. how people felt at seeing

I am going to fill in B. This

Identifying Main Idea

2. A detail that tells about the main idea is

B. the visitors came from

C. the zoo had some

3. The best title for this paragraph would be

C. An Elephant Named Jennie

This title tells about the

This title only tells about

Identifying Main Idea & Details

1. Patricia Polacco often writes books that recall her childhood.

Identifying Main Idea & Details

Read the paragraph. Then fill in the bubble

ount Rushmore is a huge carving

shows the faces of four U.S. presidents.

1. The main idea of

2. A detail that tells

3. The best title for

about the main

A. how the four

Identifying Main Idea & Details

Read the paragraph. Then fill in the bubble

rows are the robbers of the bird world.

from other birds. Sometimes they are

1. The main idea of

2. A detail that tells

3. The best title for

about the main

A. how crows can

Identifying Main Idea & Details

Read the paragraph. Then fill in the bubble

he year was 1850. The place was

on his way to a wedding. He was all

1. The main idea of

2. A detail that tells

3. The best title for