Can a text have multiple central ideas? Why or why not?

No, a text can only have one central idea.

Yes, but it is rare for a text to have multiple central ideas.

No, a text can have multiple central ideas but it is not recommended.

What strategies can you use to analyze the central idea and supporting details of a text?

Identify main idea, summarize, identify key details, make connections, evaluate relevance and credibility

Read the text backwards, skim the text, guess the main idea, ignore supporting details, trust everything in the text, analyze only the title

Look for the longest sentence in the text, analyze only the first and last sentences, ignore the main idea, focus on minor details, analyze only the conclusion

Identify the least important details, focus on personal opinions, rely on memory instead of the text, skip the introduction and conclusion, analyze only the first paragraph

Why is it necessary to consider the central idea and supporting details when summarizing a text?

To accurately capture the main points and key information in a concise manner.

To make the summary longer and more detailed.

To provide unnecessary information and confuse the reader.

To overlook important details and focus only on the main idea.

What is the main idea of the following text? Daylight saving time is observed in many different places throughout the world including the United States, Canada, Australia and many countries in Europe. Countries began temporarily switching to daylight saving time during World War I and World War II. The rationale behind the move was that people would use less resources such as coal, if it stayed lighter outside later in the day. In the United States, the permanent adoption of daylight saving time occurred in 1966, but not every state participates. The actual resource saving benefits of the time change are inconclusive, but many people do enjoy the extra daylight after work or school.

Daylight saving time began temporarily, but is now used in many countries.

Daylight saving time was popular when it started.

In the United States, daylight saving time began c. in 1966.

What inference can be made from today’s passage? Daylight saving time is observed in many different places throughout the world including the United States, Canada, Australia and many countries in Europe. Countries began temporarily switching to daylight saving time during World War I and World War II. The rationale behind the move was that people would use less resources such as coal, if it stayed lighter outside later in the day. In the United States, the permanent adoption of daylight saving time occurred in 1966, but not every state participates. The actual resource saving benefits of the time change are inconclusive, but many people do enjoy the extra daylight after work or school.

Resources such as coal were scarce during the war.

Daylight was scarce during the wars.

There were not any actual shortages during the wars.

Which quote from the passage supports your answer to your inference? Daylight saving time is observed in many different places throughout the world including the United States, Canada, Australia and many countries in Europe. Countries began temporarily switching to daylight saving time during World War I and World War II. The rationale behind the move was that people would use less resources such as coal, if it stayed lighter outside later in the day. In the United States, the permanent adoption of daylight saving time occurred in 1966, but not every state participates. The actual resource saving benefits of the time change are inconclusive, but many people do enjoy the extra daylight after work or school.

“The rationale behind the move was that people would use less resources such as coal, if it stayed lighter outside later in the day.”

“In the United States, the permanent adoption of daylight saving time occurred in 1966, but not every state participates.”

“The actual resource saving benefits of the time change are inconclusive, but many people do enjoy the extra daylight after work or school.”

Sharks can lose up to 30,000 teeth in their lifetime. Sharks have teeth arranged in rows inside their mouths. These teeth do not have roots like human teeth do, so they fall out easily. When a shark takes a powerful bite into its food, several teeth are lost. When these teeth are lost, new ones push forward from the back rows to replace them. Luckily, sharks continually grow new teeth to replace the thousands they lose. What is the central idea?

Sharks lose many teeth over their lifetime.

Sharks are carnivorous predators.

Soccer players learn many skills when playing soccer. Soccer players learn how to dribble and pass the ball. They also learn how to control the ball, so, they can eventually score. Most importantly, soccer players learn how to work together with their teammates. What is the central idea?

Soccer players learn many skills when playing soccer.

They learn how to control the ball so they can eventually score.

Soccer players learn how to dribble.

They learn how to work together as teammates.

Jenny visited her grandmother in the hospital. She saw how kind and helpful the nurses were to her grandmother. Now she wants to be a nurse when she grows up. She wants to help sick people get well. What is the central idea?

Her grandmother was in the hospital.

Jenny was glad the nurses were being kind to her grandmother.

If you are feeling sad, you can make yourself feel better by doing a few simple things. You can take a walk (or get another form of exercise), you can talk to a friend, or you can write down your feelings. Writing down the good things in your life will help too. Doing something good for someone else will also help you feel better. If you still feel a little sad, act happy. It works like magic to make you feel better! What is the central idea?

There are many ways to make yourself feel better.

You should do good things for others.

Benjamin Franklin loved to write. When he was twenty-two, he set up his own printing shop and started a newspaper. He also printed a book called Poor Richard’s Almanac. It had funny stories, information about the weather, and wise sayings. What is the central idea?

Benjamin Franklin loved to write stories and books.

Benjamin Franklin worked very hard when he was young.

Benjamin Franklin knew a lot about the weather.

Benjamin Franklin was very poor.

I can't wait until this weekend! We’re going to my grandparents’ house and my entire family will be there. I will spend most of my time playing games with my cousins. We always have such a good time together! The day goes by so fast, and by the end we are all exhausted... but we still don’t want to leave! What is the central idea?

The author enjoys spending time with her family.

The author's grandparents live far away.

The author is sad to leave her cousins.

Lisa is 30 years old and Melanie is 32. They are friends. They look alike and they even live in the same neighborhood. They talk alike. Sometimes they dress alike. People think Lisa is Melanie and Melanie is Lisa. Lisa and Melanie think it is funny. What is the central idea?

Lisa and Melanie are alike in many ways.

An important farm crop in the United States is cotton. Cotton is used for making clothing. Cotton is still a popular choice for clothes because it is easy to clean and last a long time. What is the central idea?

Cotton is important for making clothes.

Cotton is the most important U.S. crop.

Central idea and theme

Authored by Bailey Reynolds

English

9th - 12th Grade

CCSS covered

Used 28+ times

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23 questions

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MULTIPLE CHOICE QUESTION

1 min • 1 pt

What is the central idea of a text?

The central idea is the supporting evidence of the text.

The central idea is the conclusion of the text.

The central idea is the background information of the text.

The main point or theme of the text.

Tags

CCSS.RL.11-12.2

CCSS.RL.9-10.2

CCSS.RI. 9-10.2

CCSS.RI.11-12.2

CCSS.RL.8.2

MULTIPLE CHOICE QUESTION

1 min • 1 pt

Why is it important to identify the central idea of a text?

To confuse the reader

To ignore the author's intent

To understand the main point or message of the text.

To waste time and effort

Tags

CCSS.RL.11-12.2

CCSS.RL.9-10.2

CCSS.RI. 9-10.2

CCSS.RI.11-12.2

CCSS.RI.8.2

MULTIPLE CHOICE QUESTION

1 min • 1 pt

How can you identify the central idea of a text?

Identify the font style used in the text.

Count the number of paragraphs in the text.

Analyze the main arguments, supporting details, and overall message of the text.

Look for the author's name in the text.

Tags

CCSS.RL.11-12.2

CCSS.RL.9-10.2

CCSS.RI. 9-10.2

CCSS.RI.11-12.2

CCSS.RL.8.2

MULTIPLE CHOICE QUESTION

1 min • 1 pt

What are supporting details in a text?

Irrelevant information that does not contribute to the main idea.

Opinions or personal beliefs that are not backed by evidence.

General statements that are unrelated to the main idea.

Specific pieces of information that provide evidence or examples to support the main idea or thesis statement.

Tags

CCSS.RL.11-12.2

CCSS.RL.9-10.2

CCSS.RI.8.2

CCSS.RL.8.1

CCSS.RI.7.2

MULTIPLE CHOICE QUESTION

1 min • 1 pt

Why are supporting details important in understanding the central idea?

Supporting details provide evidence and examples that help to clarify and reinforce the central idea.

Supporting details are irrelevant to understanding the central idea.

Supporting details are only important in understanding secondary ideas, not the central idea.

Supporting details confuse the reader and distract from the central idea.

Tags

CCSS.RL.11-12.2

CCSS.RL.9-10.2

CCSS.RI.8.2

CCSS.RL.8.1

CCSS.RL.7.2

MULTIPLE CHOICE QUESTION

1 min • 1 pt

What are some common types of supporting details?

examples, statistics, facts, anecdotes, and expert opinions

conclusions, predictions, speculations

opinions, beliefs, assumptions

definitions, explanations, summaries

Tags

CCSS.RL.11-12.2

CCSS.RL.9-10.2

CCSS.RI.8.2

CCSS.RL.8.1

CCSS.RI.7.2

MULTIPLE CHOICE QUESTION

1 min • 1 pt

How do supporting details contribute to the central idea?

Supporting details contribute to the central idea by distracting the reader from the main point.

Supporting details contribute to the central idea by contradicting it.

Supporting details contribute to the central idea by providing irrelevant information.

Supporting details contribute to the central idea by providing evidence, examples, and explanations that help to develop and strengthen it.

Tags

CCSS.RL.11-12.2

CCSS.RL.9-10.2

CCSS.RI.8.2

CCSS.RL.8.1

CCSS.RL.7.2

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