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organization of text

P U T T I N G T H E WO R D S TO G E T H E R
Authors write for different reasons and in different ways, but they all want their readers to get the most out of what theyve written. So authors organize, or structure, their text in a certain way to get their message to readers as clearly as possible. The author might tell a story step by step, in the order in which the things happened. Another author may tell a tale by comparing the looks and actions of the characters. Still another author may continually ask questions in the text, knowing the answers are there . . . somewhere. There are many methods an author can use, and in this section of the book, youll learn a few. Youll discover how to identify the main idea and supporting details. interpret a sequence of events. analyze causes and effects to predict outcomes. locate details that are compared or contrasted. distinguish the difference between a fact and an opinion. recognize how questions connect you to the text. classify problems and solutions. identify inferences. draw conclusions. identify the most important parts to summarize.

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Graphic organizers, like cause-and-effect charts and Venn diagrams that let you compare and contrast ideas, can help you organize your ideas as you read. These visual tools can help you keep track of ideas, see how ideas are related, and remember more of what you read. More about graphic organizers later.

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main idea and supporting details

In this lesson, youll discover that an author communicates one big idea and gives details about it.

THE MAIN IDEA is what a selections mostly aboutthe most important thing
the author wants readers to know. Other facts in the selection are details that support, or tell more about, the main idea. Sometimes the main idea is stated directly. Example Grass is one of Earths most useful plants. Most people think of it as the stuff that grows in the yard and needs to be mowed, but there are thousands of different kinds. Wheat, rice, and other grains are grasses that help people and animals exist! The main idea is stated: Grass is a useful plant. But sometimes you have to nd the main idea yourself. To do that, use information from the text to gure it out. Example In 1483, Italian artist Leonardo da Vinci sketched a ying machine. He was also a scientist and fascinated by movement. His sketch showed a screw-like wing made of stiff linen. He never got it off the ground, but a real helicopter like it ew almost 500 years later!

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The main idea is that Leonardo da Vinci designed the rst helicopter more than 500 years ago. Thats what the author most wants you to remember. In the rst example, supporting details are that wheat, rice, and other grains are useful grasses, and people and animals need grasses. In the second example, details are the year he drew the design, that it was a ying machine, what it looked like, and when the rst real helicopter ew. Each detail supports or expands on the main idea. In longer selections, each chapter or section may have its own main idea, but theres just one central idea for the whole selection. Sometimes the title can help you gure out the main idea. And you may nd that some details add interest but arent necessary to nding the main idea, like the fact that da Vinci was fascinated by movement, so they are not supporting details.

P R AC T I C E 1 : A M U S I C A L M O U S E
Read the selection, and then answer the questions that follow. (1) There are many different kinds of mice. Some are good swimmers; others like to swing from trees by their tails. And one kind, the white-footed mouse, is not only a good swimmer and tree climber, but its also quite musical! This minute, furry creatures body is about 8 inches (20 cm) long, with a tail of another 3 inches (7.5 cm). It weighs only about 0.8 ounces (23 g). Its been around North America for a long time; scientists have found 40million-year-old fossils of the tiny creatures ancestors! Some people call the white-footed mouse the wood mouse because it lives in so many wooded areas throughout North America. Other people call the white-footed mouse the deer mouse. One reason is that its fur is the same colors as a deerssoft brown on its back; white on its underside. Another reason is that the mice carry deer ticks that spread Lyme disease. The whitefoot makes its nest almost anywhere. It likes a home that is warm and dry, like a hollow tree or empty birds nest. But most of the time the whitefoot runs along the ground looking for food. It eats seeds, nuts, leaves, bark, and insects. It sleeps by day and looks for food at nightits long whiskers and big ears help it nd its way in the dark. Does the whitefoot really make music? In a way, it does because it often makes a humming sound. And it taps its little paws very fast on a dead leaf or hollow log to make a buzzing, drumming sound! Scientists arent sure why the mouse is a drummer; it just is!

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So the next time youre in the woods, walk quietly. There might be a white-footed mouse nearby, and you wouldnt want to interrupt a mouse in the middle of its song . . . would you?

1. What is the main idea of this selection? a. Deer are brown and white. b. The white-footed mouse taps its paws in a drumming sound. c. The woods of North America are full of mice. d. Scientists study the habits of mice. 2. Which is a supporting detail for that main idea? a. The white-footed mouse is also known as the wood mouse. b. The deer mouse may carry ticks that transmit a disease. c. The mouse taps on a dead leaf or hollow log. d. The white-footed mouse isnt very big. 3. Which would make the best substitute title for this selection? a. How to Build a Better Mousetrap b. Concert in the Woods c. Caution: Lyme Disease Ahead! d. All about Rodents 4. What is the main idea of paragraph 2? a. The white-footed mouse lives in Canada. b. The white-footed mouse is also called the wood or deer mouse. c. The white-footed mouse hums. d. The white-footed mouse is very small. 5. Which detail in paragraph 2 is interesting, but not needed to nd the main idea of that paragraph? a. Its tail is 3 inches (7.5 cm) long. b. Scientists found 40-million-year-old fossils of its ancestors. c. It weighs 0.8 ounces (23 g). d. Its body is about 8 inches (20 cm) long.

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P R AC T I C E 2 : D I E TA R Y D E TA I L S
Read the selection, andthen answer the questions that follow. (1) Everyone needs food as fuel for his or her body. But kids especially need the right fuel to keep their bodies going as theyre growing. To help everyone gure out which foods supply the energy needed, the U.S. Department of Agriculture (USDA) developed a new Food Guide Pyramid in 2005. Look at the visual. You probably remember the old pyramid, with horizontal layers of blocks like the ancient pyramids. Well, this new pyramid has six, tall, vertical stripes instead. Each stripe represents one source of nutrition. There are horizontal steps on the side of the pyramid, but they signify the need for exercise as well as good food30 minutes of exercise a dayto create a healthy you! This new pyramid is called MyPyramid, because its supposed to help meet the needs of each individual. Your food needs are based on your age, if youre a girl or boy, and how active you are. You can go to the USDA website at http:/ /mypyramid.gov to check out how much and which kinds of food you need.

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Orange

Green

Red Yellow

Blue

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Each stripe on MyPyramid is a different color: Orange: grains The average kid needs 6 ounces a day from this group, which includes breads, cereals, rice, and pasta. Green: vegetables The average kid needs about 212 cups a day from this group, which includes dark green veggies, like spinach and broccoli, and bright orange ones, like carrots. Red: fruits The average kid needs about 112 cups of fresh, frozen, canned, or dried fruit a day. Yellow: oils Kids need about 5 teaspoons of oil a day. Some have no cholesterol or are lower in fat than others. Check food labels for information. Blue: milk The average kid needs about 3 cups a day of milk, yogurt, or cheese. Purple: meat, sh, beans, and nuts The average kid needs about 5 ounces a day from this group.

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These provide a healthy diet. Thats one that has enough of each essential nutrient; a variety from all food groups; energy to maintain a healthy weight; and no excess fat, sugar, or salt. Eating healthy and exercising daily can help reduce the risk of getting diabetes, cancer, or bone problems as you get older.

6. Which is the most likely main idea of this selection? a. People need to exercise at least once a week. b. Beans are a good source of vitamins. c. People need to eat a variety of good foods and exercise for a healthy life. d. Fiber is an important part of a healthy lifestyle. 7. Which is NOT a supporting detail for the main idea? a. Always use sunscreen as protection from the suns harmful rays. b. Pick a variety of things from the vegetable group. c. Get at least a half-hour of exercise every day. d. Dont just pick foods from one food group.

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8. Why was it suggested that someone go to the USDA website? a. to check the local weather b. to write a letter to Congress c. to exchange recipes for wholesome, healthy foods that taste good d. to nd out exactly which foods and how much that individual should eat 9. Which would best be another title for the article? a. The Nutrition Needs of Prehistoric Humans b. Food for Thought c. The Eating Habits of Senior Citizens d. Thoughts about Work Routines 10. Which is the main idea of the last paragraph? a. Its nice to choose a variety of foods. b. Many older people have heart problems. c. Eating right and exercising now can reduce health risks in the future. d. Getting enough sleep is important to good health.

P R AC T I C E 3 : R A D I O DAY S
Read the selection, and then answer the questions that follow. (1) Before there was TV, Americans gathered around their radios daily to listen to the news and more. In the 1930s and 1940s, mystery shows, like Sam Spade and The Shadow, were favorites with young and old alike. Every week people tuned in to hear the top tunes on Your Hit Parade. And on Sunday mornings, radio stars read the comics aloud to kids. Did you think soap operas were a TV phenomenon? No way! They started on radio. Do you know why they were called soap operas? Most shows were sponsored by soap companies and, because characters had many problems, people said the stories were like operas, most of which dont have happy endings! Because there were no pictures to show what was going on, radio required people to use their imaginations. So, as a sportscaster described the action, people had to imagine he hits a pop y high into the ineld, the shortstop moves in . . . reaches . . . grabs it . . . throws to second . . . and hes out! Not only did they picture it, many people cheered as if they were right there in the stadium!

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11. Which best states the main idea of the article? a. Soap operas started on TV. b. Before there was TV, people listened to the radio a lot. c. Quite often, operas dont end happily. d. Top tunes were played on the radio. 12. The author says radio required people to use their imaginations because a. radio stars read the comics. b. people cheered as if they were at the stadium. c. The Shadow was a mystery show. d. there were no pictures to show the action. 13. Which could the author best use as another supporting detail? a. Television was not in many American homes until the 1950s. b. Many cars did not have a radio. c. The modern home has two or more TVs. d. Two-way radios were important during the war.