Central Idea & Supporting Details — Drills · Grade 6 English
Chapter: Reading Informational TextWhat these drills covers
By the end of Central Idea & Supporting Details you should be able to:
- I can determine the central idea of an informational text.
- I can explain how supporting details develop the central idea.
- I can write a summary that reports the text's ideas without adding my own opinions.
4 questions, written answer, each with a worked explanation.
Vocabulary used: central idea, topic, supporting detail, summary.
Problem 1
Answer and explanation
Central idea: Bats are surprisingly helpful to people — they control insects and help plants grow. Supporting details: one little brown bat can eat up to a thousand insects in an hour, protecting crops; fruit and nectar bats spread seeds and pollinate plants like bananas and mangoes.
Central idea: Bats are surprisingly helpful to people — they control insects and help plants grow. Supporting details: one little brown bat can eat up to a thousand insects in an hour, protecting crops; fruit and nectar bats spread seeds and pollinate plants like bananas and mangoes.
Response criteria
- Answer the actual question with accurate details.
- Explain how the evidence or language choice supports the conclusion.
- State a relevant limit, alternative or justified revision.
Problem 2
Answer and explanation
The article explains several pathways after rainfall. The balanced 100-unit model illustrates accounting across pathways; it is not an actual school measurement or proof every storm has those proportions.
The article explains several pathways after rainfall. The balanced 100-unit model illustrates accounting across pathways; it is not an actual school measurement or proof every storm has those proportions.
Response criteria
- Answer the actual question with accurate details.
- Explain how the evidence or language choice supports the conclusion.
- State a relevant limit, alternative or justified revision.
Problem 3
Answer and explanation
The numbers illustrate a labeled hypothetical account; the central explanation concerns different water pathways. Retain that explanation and identify the numbers as a model rather than a universal measurement.
The numbers illustrate a labeled hypothetical account; the central explanation concerns different water pathways. Retain that explanation and identify the numbers as a model rather than a universal measurement.
Response criteria
- Answer the actual question with accurate details.
- Explain how the evidence or language choice supports the conclusion.
- State a relevant limit, alternative or justified revision.
Problem 4
Answer and explanation
In the first case, Central idea: Bats are surprisingly helpful to people — they control insects and help plants grow. Supporting details: one little brown bat can eat up to a thousand insects in an hour, protecting crops; fruit and nectar bats spread seeds and pollinate plants like bananas and mangoes. In the changed case, The article explains several pathways after rainfall. The balanced 100-unit model illustrates accounting across pathways; it is not an actual school measurement or proof every storm has those proportions. The method of defining the relationship and testing relevant evidence transfers; the particular source detail and scope must be checked anew.
In the first case, Central idea: Bats are surprisingly helpful to people — they control insects and help plants grow. Supporting details: one little brown bat can eat up to a thousand insects in an hour, protecting crops; fruit and nectar bats spread seeds and pollinate plants like bananas and mangoes. In the changed case, The article explains several pathways after rainfall. The balanced 100-unit model illustrates accounting across pathways; it is not an actual school measurement or proof every storm has those proportions. The method of defining the relationship and testing relevant evidence transfers; the particular source detail and scope must be checked anew.
Response criteria
- Answer the actual question with accurate details.
- Explain how the evidence or language choice supports the conclusion.
- State a relevant limit, alternative or justified revision.