Last Saturday, Maya and her family walked through the city park. They watched children play, read signs about the trees, and fed crumbs to friendly ducks by the pond. Maya enjoyed the quiet spots where she could read. Her parents liked the wide walking paths for exercise and talks.

Maya and her family enjoyed spending time together at the city park.

The ducks were the only interesting animals at the park.

Maya did not like quiet places to read.

The walking paths were too narrow for exercise.

On a rainy afternoon, Carlos built a small model volcano for his science fair. He mixed baking soda and vinegar, watched it foam, and explained why it erupted. His classmates asked questions, and Carlos practiced speaking clearly. The teacher praised his careful measurements and clear explanation.

Carlos built a model volcano to explain his science project and shared his results.

Carlos prefers reading about real volcanoes to building models.

Carlos built a model volcano to explain his science project and shared his results.

The teacher only praised the class, not Carlos.

Baking soda and vinegar cannot make foam.

A neighbourhood garden started with a few families planting tomato seeds together. Over the summer, plants grew tall and neighbors shared ripe tomatoes. Children learned to water, pull weeds, and watch insects. The garden became a place where people talked, helped each other, and exchanged recipes.

Neighbors worked together in a community garden and shared the harvest.

Only adults planted tomato seeds in the garden.

The garden was for children to play in only.

Neighbors worked together in a community garden and shared the harvest.

The garden closed because insects ruined the plants.

During a field trip to the city library, Aisha explored books about animals, history, and space. She borrowed a book about planets and read the first chapter on the bus. The librarian showed a map and explained how to find books. Aisha felt excited to read more at home.

Aisha explored books at the library and felt excited to read more at home.

The librarian only showed a map to the teachers.

Aisha borrowed many books about cooking.

Aisha felt bored during the field trip.

Aisha explored books at the library and felt excited to read more at home.

When the class studied weather, the students kept a daily journal of temperature and cloud types. They compared sunny days to rainy ones and noticed patterns. Liam discovered that cloudy mornings sometimes cleared by afternoon. The journal project helped everyone learn how to record and compare data.

Keeping a daily weather journal helped students notice patterns and learn to compare data.

Liam found that all mornings are always cloudy.

Keeping a daily weather journal helped students notice patterns and learn to compare data.

Students only recorded the number of clouds, not temperature.

The project was about writing stories, not data.

At the community center, the youth choir practiced for a spring concert. Singers learned rhythms, practiced harmonies, and rehearsed in small groups. Families attended dress rehearsals and praised effort. The choir’s weekly meetings built confidence and helped members improve musical skills.

The youth choir practiced each week and improved confidence and musical skills.

Families did not attend the choir rehearsals.

The choir met daily and never practiced harmonies.

The youth choir practiced each week and improved confidence and musical skills.

The community center offers only sports programs.

Sam collected recyclables from his street each Saturday. He separated paper, plastic, and metal then measured the weight. His project reduced litter and showed neighbors how small actions add up. Sam shared the results at school to encourage more people to recycle.

Sam collected recyclables and showed how small actions can reduce litter.

Sam sold recyclables to buy toys for himself.

Recycling required no measurements or planning.

Sam only collected metal and ignored other materials.

Sam collected recyclables and showed how small actions can reduce litter.

The school cafeteria introduced a healthy lunch menu with more fruits and whole grains. Students tasted new recipes and shared feedback on favorites. Cafeteria staff explained nutrition labels and offered recipe cards. Over time, more students chose balanced meals for energy during the day.

The cafeteria introduced healthier lunches and students tried new recipes and learned about nutrition.

Students refused to taste any new recipes.

The cafeteria introduced healthier lunches and students tried new recipes and learned about nutrition.

Cafeteria staff stopped using recipe cards.

The menu only added desserts and treats.

A museum visit gave students a chance to see dinosaur bones and ancient tools. Guides explained how fossils form and how scientists dig carefully. Students sketched the exhibits and wrote short descriptions. The trip helped them understand how objects tell stories about the past.

The museum visit helped students understand how objects and fossils tell stories about the past.

Students only sketched the exhibits and did not listen to guides.

The museum visit helped students understand how objects and fossils tell stories about the past.

Fossils were brought to school instead of a museum visit.

Guides demonstrated how to build new dinosaur bones.

During a summer coding camp, friends learned to create small games using simple commands. They tested ideas, fixed bugs, and showed projects at the end. Some students worked in teams while others built alone. Everyone enjoyed solving problems and sharing creative solutions.

At coding camp, students learned to create games, solve problems, and share creative projects.

All students built the same game without testing.

At coding camp, students learned to create games, solve problems, and share creative projects.

Students only watched videos and did not code.

The camp focused on sports rather than technology.

On bicycle safety day, students rode helmets and practiced signaling turns on the school track. Instructors explained rules, showed safe distances, and reviewed hand signals. The practice made many students feel more confident riding to the park with rules in mind.

Bicycle safety practice taught students rules and skills that made them more confident riding.

Students learned how to drive cars on the track.

Instructors only discussed helmets, not hand signals.

Bicycle safety practice taught students rules and skills that made them more confident riding.

Practicing on the track made students dislike riding bikes.

The local theater held a children’s play where students acted in short scenes about friendship. They practiced lines, made simple costumes, and learned stage directions. Parents attended opening night and cheered. The show encouraged teamwork and public speaking skills and confidence.

Performing the play helped students practice teamwork, stage directions, and public speaking skills and confidence.

Only parents acted in the children’s play.

Performing the play helped students practice teamwork, stage directions, and public speaking skills and confidence.

Students watched a movie instead of acting.

The theater closed before opening night.

A class project focused on the water cycle. Students made posters showing evaporation, condensation, and precipitation. They performed a demonstration using a pot of boiling water and a cold plate to show condensation. The hands-on activity helped them remember the cycle steps.

Making posters and a demonstration helped students remember the steps of the water cycle.

Students only wrote reports without any hands-on activity.

The project focused on washing dishes, not the water cycle.

Making posters and a demonstration helped students remember the steps of the water cycle.

Boiling water was used to clean school equipment.

During a library reading hour, friends shared poems and short stories they wrote. The teacher offered tips on strong beginnings and clear endings. Listeners gave kind feedback and highlighted favorite lines. The session inspired several students to continue writing at home.

Sharing written poems and stories encouraged students to improve writing and continue practicing at home.

Listeners only read without giving feedback.

The teacher discouraged students from writing at home.

Reading hour lasted only five minutes.

When Jalen learned to cook pasta, he read the recipe, measured ingredients, and followed steps carefully. He boiled noodles, stirred sauce, and tasted to check flavor. His sister helped set the table. The family enjoyed the meal, and Jalen felt proud of his effort.

Jalen followed steps to cook pasta, served it to his family, and felt proud of his effort.

Jalen burned the pasta and threw it away.

Jalen followed steps to cook pasta, served it to his family, and felt proud of his effort.

Jalen’s sister cooked the whole meal.

The recipe did not require any ingredients.

Fifth Grade ELA Reading Strategies - Determine the Main Idea

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What is the main idea?

The main idea is the most important thought or point that an author wants the reader to understand about a text. It tells what the text is mostly about.

Examples:

Text: “Dogs need food, water, and exercise to stay healthy.”
Main Idea: Dogs must have care to stay healthy.
Text: “The sun gives us light, warmth, and energy.”
Main Idea: The sun is important because it provides many things we need.

Note

The main idea is not just one detail—it is the central message that ties all the details together.

How do you find the main idea?

To find the main idea, look for what the text is mostly talking about. Then think about the key details that support that idea.

Steps:

Read the text carefully.
Ask yourself: What is this text mainly about?
Check which details repeat or support the same idea.
Write the main idea in your own words.

Note

If you can explain the passage in one clear sentence, you probably found the main idea.

Main idea vs. supporting details

The main idea tells the big picture, while supporting details give facts, reasons, or examples that explain or prove it.

Example:

Text: “Rainforests are important. They provide oxygen, homes for animals, and medicines for people.”

Main Idea: Rainforests are important.
Supporting Details: They provide oxygen, shelter animals, and supply medicines.

Note

Details cannot stand alone—they always connect back to the main idea.

Finding the main idea in paragraphs and longer texts

The main idea can be in a single sentence or spread across a longer passage. In longer texts, each paragraph often has its own main idea that supports the overall message.

Examples:

Paragraph: “Penguins live in cold places. They have thick feathers and layers of fat to stay warm.”
Main Idea: Penguins have body features that help them survive in cold climates.
Longer Text: A passage about recycling may include paragraphs on saving energy, reducing waste, and protecting animals.
Main Idea: Recycling helps the environment in many ways.

Note

Look for repeated words and ideas throughout the passage to discover the main idea.

Practice identifying main ideas

To become better at finding the main idea, practice by reading different texts and summarizing them in one clear sentence.

Practice Tip:

Read a short passage.
Highlight important words or ideas.
Ask yourself: “What does the author want me to remember?”
Write the main idea in your own words.

Note

The more you practice, the easier it will be to see the main idea quickly and clearly.

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A.1 Read and identify the main idea of the text

What is the main idea?

How do you find the main idea?

Main idea vs. supporting details

Finding the main idea in paragraphs and longer texts

Practice identifying main ideas