English Language Arts
Grade 5
15 min
Identify supporting details in informational texts
Identify supporting details in informational texts
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1
Introduction & Learning Objectives
Learning Objectives
Define 'main idea', 'reason', and 'supporting detail' in an informational text.
Identify the main reason an author uses to support a central point.
Locate at least three specific supporting details (facts, statistics, examples) for a given reason.
Explain how a supporting detail connects to and proves a reason.
Differentiate between a reason and the details that support it.
Use signal words and phrases to find supporting details more efficiently.
Have you ever built a tower with blocks? 🧱 What happens if the bottom blocks are wobbly? The whole thing falls down!
In this lesson, we'll learn how authors use 'supporting details' as strong blocks to build up their reasons and main ideas. This skill helps you under...
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Key Concepts & Vocabulary
TermDefinitionExample
Main IdeaThe most important point the author is trying to make in a paragraph or the entire text. It's the big 'what' of the passage.In a paragraph about dolphins, the main idea might be: 'Dolphins are highly intelligent marine mammals.'
ReasonA statement that explains *why* the author believes the main idea is true. It's a major point that supports the main idea.If the main idea is 'Dolphins are highly intelligent,' a reason could be: 'They have complex ways of communicating with each other.'
Supporting DetailA specific piece of information that proves a reason is true. Supporting details are the facts, examples, statistics, or descriptions that act as evidence.To support the reason 'They have complex ways of co...
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Key Rules & Conventions
The 'Why & How' Test
Main Idea -> Reason (Why?) -> Supporting Detail (How?).
After you find the main idea, find the author's reasons by asking 'Why is this main idea true?'. Then, for each reason, find the supporting details by asking 'How does the author prove this reason?' The answers will be your supporting details.
The Signal Word Search
Look for clue words and phrases that introduce details.
Authors often use signal words to introduce examples or add information. Be on the lookout for words like 'for example,' 'for instance,' 'in fact,' 'in addition,' 'another reason,' and 'also.' These words often point directly to a supporting detail.
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Challenging
Passage: 'Keeping a daily journal offers multiple benefits. First, it is a great way to improve your writing skills. By writing every day, you practice organizing your thoughts. Second, journaling can reduce stress. For instance, writing down your worries can make them seem more manageable, and studies show it can lower anxiety levels by 15%.' The detail 'studies show it can lower anxiety levels by 15%' supports which reason?
A.It helps you practice organizing your thoughts.
B.It is a great way to improve your writing skills.
C.Journaling can reduce stress.
D.Keeping a daily journal offers multiple benefits.
Challenging
Passage: 'Our city needs a new skatepark. The main reason is that it would give kids a safe place to practice. The ramps at the old park have cracks in the concrete, and the metal railings are rusty.' Why is the detail about 'cracks' and 'rusty railings' a strong support for the reason of 'safety'?
A.It shows the author has visited the skatepark recently.
B.It provides specific, factual examples of physical dangers at the old park.
C.It proves that a new park would be more fun and exciting for kids.
D.It is an opinion that many people in the city would agree with.
Challenging
Passage: 'Sleep is crucial for academic success because it helps consolidate memories. For example, a student who studies and then gets 8 hours of sleep is more likely to remember the information. In fact, studies show that well-rested students score, on average, 10 points higher on exams.' How do the example (studying) and the statistic (10 points higher) work together?
A.The example gives a specific scenario, and the statistic provides broader, factual evidence to prove that scenario is generally true.
B.They both prove that students do not like to study for tests.
C.The example is a fact, but the statistic is just an opinion.
D.They show that memory and test scores are not related.
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