How to Teach Main Idea

How to Find the Main Idea

How to Identify the Main Idea

Finding the main idea is a basic reading comprehension strategy. However, basic does not mean easy. Main idea questions are found on every normed and every criterion-based reading comprehension assessment, such as the PAARC and SWBAT Common Core State Standards tests. 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: Wanted Posters

If you created a wanted poster to catch an outlaw, back in the Wild, Wild, West, you would want to include a photograph (or illustration) that shows the most identifiable features of the outlaw. The focus, like that in an old John Wayne cowboy movie, would be a close-up shot of the outlaw’s face. That would get across the main idea of what the outlaw looked like. A too specific photograph might be that of the outlaw’s cowboy hat. It is too narrowly focused to help us identify the outlaw. A too general photograph might be that of the outlaw and his friends in the background. This photograph includes too many details of which the outlaw is just one. It’s not specific enough to identify the outlaw and bring him in to justice. Likewise, the careful reader can eliminate what is too specific and what is too general 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.

FREE DOWNLOAD TO ASSESS THE QUALITY OF PENNINGTON PUBLISHING RESOURCES: The SCRIP (Summarize, Connect, Re-think, Interpret, and Predict) Comprehension Strategies includes class posters, five lessons to introduce the strategies, and the SCRIP Comprehension Bookmarks.

Get the SCRIP Comprehension Strategies FREE Resource:

The Teaching Reading Strategies (Reading Intervention Program) is designed for non-readers or below grade level readers ages eight-adult. Ideal as both Tier II or III pull-out or push-in reading intervention for older struggling readers, special education students with auditory processing disorders, and ESL, ESOL, or ELL students. This full-year (or half-year intensive) program provides explicit and systematic whole-class instruction and assessment-based small group workshops to differentiate instruction. Both new and veteran reading teachers will appreciate the four training videos, minimal prep and correction, and user-friendly resources in this program, written by a teacher for teachers and their students.

The program provides 13 diagnostic reading and spelling assessments (many with audio files). Teachers use assessment-based instruction to target the discrete concepts and skills each student needs to master according to the assessment data. Whole class and small group instruction includes the following: phonemic awareness activities, synthetic phonics blending and syllabication practice, phonics workshops with formative assessments, expository comprehension worksheets, 102 spelling pattern assessments, reading strategies worksheets, 123 multi-level fluency passage videos recorded at three different reading speeds, writing skills worksheets, 644 reading, spelling, and vocabulary game cards (includes print-ready and digital display versions) to play entertaining learning games.

In addition to these resources, the program features the popular Sam and Friends Guided Reading Phonics Books. These 54 decodable books (includes print-ready and digital display versions) have been designed for older readers with teenage cartoon characters and plots. Each 8-page book introduces two sight words and reinforces the sound-spellings practiced in that day’s sound-by-sound spelling blending. Plus, each book has two great guided reading activities: a 30-second word fluency to review previously learned sight words and sound-spelling patterns and 5 higher-level comprehension questions. Additionally, each book includes an easy-to-use running record if you choose to assess. Your students will love these fun, heart-warming, and comical stories about the adventures of Sam and his friends: Tom, Kit, and Deb. Oh, and also that crazy dog, Pug. These take-home books are great for independent homework practice.

Teaching Reading Strategies and Sam and Friends Guided Reading Phonics Books BUNDLE

Teaching Reading Strategies and Sam and Friends Guided Reading Phonics Books

FREE DOWNLOAD TO ASSESS THE QUALITY OF PENNINGTON PUBLISHING RESOURCES: The SCRIP (Summarize, Connect, Re-think, Interpret, and Predict) Comprehension Strategies includes class posters, five lessons to introduce the strategies, and the SCRIP Comprehension Bookmarks.

 

 

TOO GENERAL/TOO SPECIFIC/ MAIN IDEA (Jesse James Wanted Posters)

 

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