Posts Tagged ‘identify main idea’

How to Teach Main Idea

Finding the main idea is a basic reading comprehension skill. However, basic does not mean easy. Main idea questions are found on every normed reading comprehension assessment and are the most frequently asked types of questions on the passage-based reading questions of the SAT®. Following are a workable definition, some important disclaimers, and a few critical strategies which will make sense out of this sometimes challenging task for readers of all ages.

Definition: In Googling the meaning of main idea, these two useful entries pop up:

  • The gist of a passage; central thought; the chief topic of a passage expressed or implied in a word or phrase; the topic sentence of a paragraph; a statement that gives the explicit or implied major topic of a passage and the specific way in which the passage is limited in content or reference.
  • The main idea of an essay, or other written discourse, is the point that the author is trying to make. It is the most important thing that he wants you to understand about the topic. It is most often stated explicitly, although in narrative essays or in fiction it may be implicit. …

Disclaimers: What main idea is not…

  • Main idea is not the same as the topic.
  • Main idea is not necessarily the thesis statement.
  • Main idea is not necessarily the topic sentence(s).
  • Main idea is not found within the narrative domain of writing, unless tagged on by the author to comment on the story such as with a moral at the end of a fairy tale.
  • Main idea is not limited to one per reading selection.
  • Main idea is not a generalization or something necessarily broad in scope.
  • Main idea is not the minor detail of a reading selection.

Finding Main Idea: Strategies that Readers Can Use

Organization: Access the Writing Connection

Knowing the structure of expository writing (informational, explanatory, analytical, and persuasive) can help readers identify main idea(s) in a reading selection. Reading and writing instruction mirror one another. The reading-writing connection is well-established in research.

  • The thesis statement tells the purpose or point of view of the exposition. Finding the thesis statement will help the reader learn the parameters of the main ideas. Muchlike an umbrella, the thesis statement is designed to cover the main idea(s) of a reading/writing selection. As a starting point, research demonstrates that about 50% of expository writing includes the thesis statement in the last sentence of the introduction.
  • The topic sentences can serve as main ideas in a reading/writing selection. Major details and minor details pertain to, provide support to, and are limited to the topic sentence in any essay body paragraph.
  • The main idea(s) can be repeated in expository writing—frequently in the conclusion.

Language of Instruction

Often the language of the reading text itself or the language of test problems can help readers identify main ideas. In addition to using the phase, main idea, the following references are used in expository text and on standardized tests:

  • “best”                                                  Another answer may be acceptable, but this one most closely fits.
  • “mainly”                                              Not completely, but most importantly.
  • “chiefly”                                              Compared to the others, this is above the rest.
  • “primarily”                                          This means mainly or the chief one, before all others.
  • “most likely”                                       A logical prediction or conclusion.
  • “most directly”                                   Most specifically.

Process of Elimination: Goldilocks and Wanted Posters

Much like Goldilocks eliminates the porridge, chairs, and beds of Papa Bear and Momma Bear from consideration in favor of those of Baby Bear’s, the careful reader can eliminate what is too general and what is too detailed to identify the “just right” the main idea(s).

  • If the material lacks specificity and so is hard to identify as the author’s central point(s), then it is too general to be the main idea(s). Imagine a wanted poster that does not focus in on the specific recognizable physical traits that would help an observer identify the accused criminal in person, but instead affords only hints of the accused’s characteristics with a general description, association, or category.
  • If the material is too specific and so is difficult to identify as the author’s central point(s), then it is probably a major or minor detail that supports the main idea(s). Picture a wanted poster that focuses in on only a part of the whole. Even if that part is the most recognizable physical trait, the accused criminal will not be identifiable unless there is adequate perspective and context.

The “just right” balance of specificity, perspective and context on a wanted poster will enable the observer to identify the accused criminal. Similarly, that same balance will help readers identify the main idea(s) in a reading selection.

Mark Pennington, MA Reading Specialist, is the author of the comprehensive reading intervention curriculum, Teaching Reading Strategies. Designed to significantly increase the reading

Pennington Publishing's Teaching Reading Strategies

Teaching Reading Strategies

abilities of students ages eight through adult within one year, the curriculum is decidedly un-canned, is adaptable to various instructional settings, and is simple to use—a perfect choice for Response to Intervention tiered instructional levels. Get multiple choice diagnostic reading assessments , formative assessments, blending and syllabication activitiesphonemic awareness, and phonics workshops, comprehension worksheets, multi-level fluency passages recorded at three different reading speeds and accessed on YouTube, 586 game cards, posters, activities, and games.

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Everything teachers need to teach a diagnostically-based reading intervention program for struggling readers at all reading levels is found in this comprehensive curriculum. Ideal for students reading two or more grade levels below current grade level, English-language learners, and Special Education students. Simple directions and well-crafted activities truly make this an almost no-prep curriculum. Works well as a half-year intensive program or full-year program, with or without paraprofessional assistance.


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