Informational Text Comprehension and Analysis

Lesson: Main Idea and Supporting Details

When we read nonfiction, we are reading to learn information. Nonfiction texts teach us about real people, animals, places, and things.

To understand nonfiction well, we need to know the main idea and the supporting details.

The main idea is the most important point the author wants you to know. It tells what the whole paragraph or passage is mostly about.

Supporting details are the facts, examples, and pieces of information that help explain the main idea.

You can think of it this way:

• The main idea is the big point.
• The supporting details are the smaller parts that prove or explain that big point.

Why is this important?

• It helps you understand what you read.
• It helps you remember important facts.
• It helps you answer questions about a passage.

How to find the main idea

1. Read the whole paragraph or passage.
2. Ask yourself, “What is this mostly about?”
3. Look for a sentence that tells the big idea.
4. If there is no sentence that says it clearly, think of the big point in your own words.

Sometimes the main idea is at the beginning of a paragraph. Sometimes it is in the middle or at the end. Sometimes you have to figure it out by thinking about all the details together.

How to find supporting details

1. Find the main idea first.
2. Look for facts or examples that tell more about it.
3. Ask, “Does this detail help explain the big idea?”

If a sentence does not help explain the main idea, then it is not a supporting detail.

Helpful questions to ask while reading

• What is the author teaching me?
• What is this paragraph mostly about?
• Which facts help explain that idea?

Worked Example 1: Finding the main idea in one paragraph

Read this paragraph:

Beavers are busy animals. They use their strong teeth to cut down small trees. They carry branches to the water. Then they build dams and homes called lodges.

Step 1: Ask what the paragraph is mostly about.

This paragraph is mostly about what beavers do.

Step 2: Name the main idea.

Main idea: Beavers are busy animals that build in the water.

Step 3: Find the supporting details.

• They use strong teeth to cut down small trees.
• They carry branches to the water.
• They build dams and lodges.

Each detail helps explain why beavers are busy animals.

Worked Example 2: Choosing the best main idea

Read this paragraph:

Rain forests get a lot of rain every year. Many tall trees grow there. Monkeys, birds, and frogs live in rain forests. Rain forests are full of plant and animal life.

Which sentence is the best main idea?

• A. Rain forests get a lot of rain every year.
• B. Many tall trees grow there.
• C. Rain forests are full of plant and animal life.

Answer: C. Rain forests are full of plant and animal life.

Why? Choice C is the big idea. The other sentences are details that tell more about rain forests.

• A tells one fact about rain forests.
• B tells another fact.
• The sentence about monkeys, birds, and frogs is also a detail.

All of these details support the big idea that rain forests are full of life.

Worked Example 3: Main idea not stated directly

Read this paragraph:

Mia put seeds into the soil. She gave them water every day. She placed the pot by a sunny window. After two weeks, small green leaves appeared.

This paragraph does not say the main idea in one exact sentence. We have to figure it out.

Think: What do all the details have in common?

• Mia put seeds in soil.
• She watered them.
• She put them in sunlight.
• The seeds grew.

Main idea: Mia planted seeds and helped them grow.

Supporting details:

• She put seeds into the soil.
• She gave them water every day.
• She placed the pot by a sunny window.
• Small green leaves appeared after two weeks.

Worked Example 4: Finding a detail that does not belong

Read this paragraph:

Dogs can be great pets for families. They can play games outside. Many dogs like to learn tricks. Dogs need food, water, and care. My favorite color is blue.

Main idea: Dogs can be great pets for families.

Now look for details that support that idea.

• They can play games outside.
• Many dogs like to learn tricks.
• Dogs need food, water, and care.

These details tell more about dogs as pets.

Sentence that does not belong: My favorite color is blue.

That sentence is not about dogs, so it does not support the main idea.

Tips for success

• Look for repeated words or ideas.
• Watch for a sentence that sounds like a big summary.
• Remember that details are smaller facts.
• Ask yourself, “Is this the big point, or is this just one fact?”

Main Idea vs. Topic

The topic is the subject of the text. It is usually only a word or a few words.

The main idea is what the author says about that topic.

Example:

• Topic: Penguins
• Main idea: Penguins are birds that are built for swimming.

So, the topic is smaller. The main idea tells the important message about the topic.

Let’s practice thinking

If a paragraph says:

School gardens help students learn. Students measure plants as they grow. They observe insects and weather. They also learn how to care for living things.

You can ask:

• What is the topic? School gardens
• What is the main idea? School gardens help students learn.
• What are the supporting details?

• Students measure plants as they grow.
• They observe insects and weather.
• They learn how to care for living things.

Summary

The main idea is the most important point in a paragraph or passage. The supporting details are the facts and examples that explain that point.

To find the main idea, ask what the text is mostly about. To find supporting details, look for information that helps explain the main idea.

When you know how to find the main idea and supporting details, you become a stronger reader and a better thinker.

Objective Summarization means telling the most important parts of an informational text in a short, clear way.

When you write an objective summary, you include the main idea and a few key details. You do not add your own opinions or extra thoughts.

This is an important reading skill because it helps you show what a text is mostly about. It also helps you remember what you read.

What is an informational text?

An informational text teaches the reader about a real topic. It gives facts, explanations, and details.

• Books about animals
• Articles about weather
• Passages about history
• Texts about science

What is a summary?

A summary is a short retelling of a text. It tells the big ideas, not every small detail.

A good summary answers questions like these:

• What is the text mostly about?
• What are the most important facts?
• Which details help explain the main idea?

What does objective mean?

Objective means fair and based on the text. It does not include what you personally think or feel.

Objective: Bees help flowers grow by moving pollen from plant to plant.

Not objective: I think bees are the coolest insects ever.

The first sentence gives a fact from the text. The second sentence gives a personal opinion.

Main parts of an objective summary

1. Main idea — the most important point of the whole text
2. Key details — a few important facts that support the main idea
3. No opinions — no "I think," "I like," or "This is awesome"
4. Short and clear — say a lot with just a few sentences

How to write an objective summary

1. Read the text carefully.
2. Ask, "What is this mostly about?"
3. Find 2 or 3 important details.
4. Leave out tiny details.
5. Leave out opinions.
6. Write 2 to 4 clear sentences.

What to leave out

• Personal opinions
• Unimportant details
• Repeated information
• Examples that are too small or too specific, unless they are very important

Helpful sentence starters

• The text is mostly about...
• The author explains...
• One important detail is...
• Another key detail is...
• The text says...

Worked Example 1: Very simple summary

Text: Frogs begin life as eggs in water. Then they hatch into tadpoles. Tadpoles grow legs and slowly change into frogs.

Step 1: Find the main idea.

The text is mostly about how frogs grow and change.

Step 2: Pick key details.

• Frogs begin as eggs.
• They hatch into tadpoles.
• Tadpoles grow legs and become frogs.

Objective summary: The text explains how frogs grow and change. Frogs begin as eggs in water, hatch into tadpoles, and later grow legs and become frogs.

Why this works: It is short, includes the main idea, and uses important facts only.

Worked Example 2: Leaving out opinions

Text: Polar bears live in the Arctic. Their thick fur and fat help keep them warm. They are strong swimmers and can travel long distances in icy water.

Not a good summary: Polar bears are amazing and super cute. They live in the Arctic, and I would love to see one.

What is wrong?

• It includes opinions: "amazing," "super cute," and "I would love to see one."
• It does not include enough key details from the text.

Better objective summary: The text is about polar bears in the Arctic. Their thick fur and fat keep them warm, and they are strong swimmers that can travel far in icy water.

Why this works: It gives facts from the text and does not add feelings or opinions.

Worked Example 3: Choosing important details

Text: Plants need sunlight, water, air, and nutrients from soil to grow. Sunlight helps plants make food. Water carries nutrients through the plant. Without these things, plants cannot grow well.

Main idea: Plants need certain things to grow.

Possible details from the text:

• Plants need sunlight.
• Plants need water.
• Plants need air.
• Plants need nutrients from soil.
• Sunlight helps plants make food.
• Water carries nutrients through the plant.

Which details should we use?

We should choose the details that best support the main idea. We do not need every fact.

Objective summary: The text explains what plants need to grow. Plants need sunlight, water, air, and nutrients from soil. Sunlight helps them make food, and water helps move nutrients through the plant.

Why this works: It includes the main idea and key details, but it stays short.

Worked Example 4: A longer passage

Text: Rainforests are warm, wet forests found in different parts of the world. They are home to many plants and animals. The trees in a rainforest can grow very tall and form a thick roof of leaves called a canopy. Rainforests are important because they help make oxygen and provide homes for living things.

Step 1: What is the text mostly about?

It is mostly about what rainforests are like and why they are important.

Step 2: What are the key details?

• Rainforests are warm and wet.
• They are home to many plants and animals.
• Tall trees form a canopy.
• Rainforests help make oxygen and provide habitats.

Objective summary: The text describes rainforests and explains why they are important. Rainforests are warm, wet forests with many plants and animals. Their tall trees form a canopy, and rainforests help make oxygen and provide homes for living things.

Why this works: It includes the main idea and the most important supporting details in a clear way.

Tips for writing a strong summary

• Use your own words. Do not copy the whole text.
• Be brief. A summary should be shorter than the original text.
• Stick to the facts. Only include what the text says.
• Check for the main idea. Make sure your summary tells what the whole text is about.

Questions to ask yourself

• Did I tell the main idea?
• Did I include 2 or 3 important details?
• Did I leave out my opinions?
• Did I keep it short and clear?

Quick practice

Read this short text:

Text: The moon does not make its own light. It looks bright because it reflects light from the sun. The moon goes through phases, so it can look different during the month.

Think about it:

• What is the main idea?
• What details support it?

Possible objective summary: The text explains why the moon looks different and bright. The moon reflects light from the sun, and it goes through phases during the month.

Common mistakes

• Writing too much
• Adding opinions
• Including tiny details only
• Forgetting the main idea

Brief summary of the lesson

An objective summary is a short retelling of an informational text. It includes the main idea and a few key details. It does not include opinions or unimportant details. When you summarize, keep your writing short, clear, and based on facts from the text.

Navigating Text Features

When we read nonfiction texts, we do not always read every page from start to finish. Sometimes we need to find information quickly. That is where text features help us.

Text features are parts of a nonfiction book or article that help readers understand and locate information. They are like helpful signs in a building. They show us where to go and what we will find.

In this lesson, you will learn how to use these important text features:

• table of contents
• headings
• glossary
• index
• sidebar

Why do text features matter?

Text features help readers save time. Instead of guessing where information is, readers can use clues in the book or article.

They also help readers understand what they are reading. A heading tells the topic of a section. A glossary explains a tricky word. A sidebar gives extra facts.

1. Table of Contents

A table of contents is usually near the beginning of a book. It lists the main parts or chapters and tells the page number where each part begins.

If you want to know what the book is about, the table of contents gives you a quick look. If you want one topic, it helps you turn to the right page right away.

• It is found at the front of the book.
• It lists chapters or sections.
• It gives page numbers.

Example:

• Chapter 1: Desert Animals ........ 4
• Chapter 2: Ocean Animals ........ 10
• Chapter 3: Forest Animals ........ 16

If you want to read about ocean animals, you would turn to page 10.

2. Headings

Headings are titles for sections of a text. They tell what that part will be about.

When you scan a page, headings help you find the section you need. They also help break big ideas into smaller parts.

• They are often in bigger, darker, or bold print.
• They tell the main idea of a section.
• They help readers look through a page quickly.

Example headings in a book about frogs:

• Where Frogs Live
• What Frogs Eat
• How Frogs Grow

If you want to learn about a frog's food, you should look for the heading What Frogs Eat.

3. Glossary

A glossary is usually near the back of a book. It gives meanings for important words from the text.

If you see a word you do not know, the glossary can help. The words in a glossary are usually in alphabetical order, which means they are arranged from A to Z.

• It is often found at the back of the book.
• It gives word meanings.
• The words are usually in ABC order.

Example glossary entry:

• habitat — the natural home of a plant or animal

If you read the word habitat and do not know what it means, the glossary can explain it.

4. Index

An index is also usually near the back of a book. It is a list of topics and the page numbers where those topics can be found.

The index is different from the table of contents. A table of contents shows the main chapters or sections. An index helps you find specific topics, even small ones.

• It is usually at the back of the book.
• It lists topics and page numbers.
• Topics are in alphabetical order.

Example index:

• eggs, 7, 13
• frogs, 2, 5, 9
• ponds, 4, 8

If you want to find information about ponds, you would look in the index under ponds and turn to pages 4 and 8.

5. Sidebar

A sidebar is a small section on the side of a page. It gives extra information about the topic.

Sidebars often include fun facts, short notes, or important details. They are helpful, but they are not always the main part of the text.

• It is often placed on the side of a page.
• It gives extra facts or details.
• It may be in a box or set apart from the main text.

Example sidebar:

• Did You Know? Some frogs can jump 20 times their body length.

This sidebar gives an extra fact. It adds more information, but it is not the main section of the page.

How to choose the right text feature

Good readers ask themselves, What am I trying to find? Then they choose the text feature that will help most.

• If you need the page for a chapter or big section, use the table of contents.
• If you need the part of a page that talks about one idea, use headings.
• If you need the meaning of a word, use the glossary.
• If you need a page number for a specific topic, use the index.
• If you want extra facts, read the sidebar.

Worked Example 1: Finding a chapter

A student wants to learn about weather storms in a nonfiction book. The table of contents says:

• Chapter 1: Clouds ........ 3
• Chapter 2: Rain ........ 8
• Chapter 3: Storms ........ 14

Question: Which page should the student turn to?

Answer: The student should turn to page 14.

Why: The table of contents lists the chapter called Storms and shows that it begins on page 14.

Worked Example 2: Finding a word meaning

A student reads this sentence: “A turtle uses camouflage to hide.” The student does not know the word camouflage.

Question: Which text feature should the student use?

Answer: The student should use the glossary.

Why: A glossary gives the meanings of important words in the book.

Worked Example 3: Finding a small topic

A student is reading a book about insects. The student wants to find information about bees. Bees are not a chapter in the table of contents.

Question: Which text feature will help most?

Answer: The index will help most.

Why: The index lists specific topics and the page numbers where they appear.

If the index says:

• bees, 6, 11, 15

then the student should check pages 6, 11, and 15.

Worked Example 4: Finding the right part of a page

A page in a book about plants has these headings:

• Parts of a Plant
• How Plants Make Food
• Why Plants Need Water

The student wants to learn why water is important for plants.

Question: Which heading should the student read?

Answer: The student should read Why Plants Need Water.

Why: Headings tell the topic of each section, so this heading matches the question.

Tips for navigating text features

• Look at the front of the book for the table of contents.
• Look at the back of the book for the glossary and index.
• Scan the page for bold headings.
• Check boxes or notes on the side for sidebars.
• Think about whether you need a topic, a word meaning, or an extra fact.

Watch out for mix-ups

• Do not confuse the table of contents with the index.
  The table of contents shows big parts of the book. The index shows many topics, including small ones.
• Do not use the glossary to find page numbers.
  The glossary tells what words mean.
• Do not expect a sidebar to tell the whole main idea.
  A sidebar gives extra information.

Let’s remember

Nonfiction readers use text features to help them learn. These features help us find information faster and understand texts better.

When you know what each text feature does, you can choose the right one and become a stronger reader.

Interpreting Graphic Features means using pictures and tools in nonfiction texts to help you learn information. These tools are called graphic features.

Graphic features can show facts in a quick and clear way. They help readers understand ideas that may be harder to explain with only words.

When you read informational text, you should look at both the words and the graphic features. They work together to help you understand the topic better.

Common graphic features include:

• Maps show where places are.
• Charts organize information into rows or boxes.
• Graphs show numbers and compare amounts.
• Timelines show the order of events in time.
• Diagrams show parts of something and how it works.

Why graphic features are helpful:

• They help you find important facts fast.
• They make information easier to understand.
• They help you compare ideas.
• They can show steps, parts, places, or changes over time.

How to interpret graphic features:

1. Look at the title. The title tells what the graphic feature is mostly about.
2. Study the labels. Labels name parts, places, times, or groups.
3. Look for numbers or symbols. These can show amount, order, or meaning.
4. Read the key or legend if there is one. A key explains what colors or symbols mean.
5. Think about how the graphic connects to the text. Ask, “What extra information does this show?”

Let’s learn about each kind of graphic feature.

1. Maps

A map shows where something is. It can show countries, states, cities, parks, rivers, or rooms in a building.

Maps often have:

• Labels for places
• A compass rose to show north, south, east, and west
• A key or legend to explain symbols

When you read a map, ask:

• What place is this map showing?
• Where is one place compared to another place?
• What do the symbols mean?

2. Charts

A chart puts information into an organized form. It may use boxes, columns, or rows.

Charts help readers sort facts. For example, a chart can show what animals eat, where they live, and what they look like.

When you read a chart, ask:

• What information is being organized?
• What do the row and column labels tell me?
• What facts can I compare?

3. Graphs

A graph shows information with numbers. Graphs help readers compare amounts.

You may see a bar graph in 3rd Grade. A bar graph uses bars to show how much or how many.

When you read a graph, ask:

• What does the title tell me?
• What do the labels show?
• Which bar is tallest or shortest?
• How many more or fewer are there?

4. Timelines

A timeline shows events in the order they happened. It helps readers understand when things happened.

Timelines are useful in history, biographies, and science topics that explain change over time.

When you read a timeline, ask:

• What event happened first?
• What event happened next?
• What event happened last?
• How does the order help me understand the topic?

5. Diagrams

A diagram shows the parts of something. It can also show how something works.

For example, a diagram may show the parts of a plant, a butterfly, or a bicycle.

When you read a diagram, ask:

• What is being shown?
• What are the parts called?
• How do the parts work together?

Worked Example 1: Reading a Map

Imagine a map of a zoo. The map shows:

• The lion area near the entrance
• The bird house east of the lion area
• The monkey area north of the bird house

Question: Where is the bird house compared to the lion area?

Step 1: Find the lion area on the map.

Step 2: Find the bird house.

Step 3: Read the position words.

Answer: The bird house is east of the lion area.

This shows how a map helps us understand where places are located.

Worked Example 2: Reading a Chart

Look at this chart about pets:

Question: Which pet eats carrots?

Step 1: Look at the chart title or topic. It is about pets and what they eat.

Step 2: Find “Carrots” in the food column.

Step 3: Read across that row.

Answer: The rabbit eats carrots.

The chart helps us match each pet to its food.

Worked Example 3: Reading a Graph

Here is a bar graph called Favorite Fruits:

• Apples = 4
• Bananas = 6
• Grapes = 2
• Oranges = 5

Question 1: Which fruit is the most popular?

Step 1: Find the largest number.

Step 2: Compare all the amounts: 4, 6, 2, and 5.

Answer: Bananas are the most popular because 6 is the greatest number.

Question 2: How many more students chose bananas than grapes?

Step 1: Find the number for bananas: 6.

Step 2: Find the number for grapes: 2.

Step 3: Subtract to compare:

$$6 - 2 = 4$$

Answer: 4 more students chose bananas than grapes.

This shows how graphs help us compare numbers.

Worked Example 4: Reading a Timeline and a Diagram Together

Imagine a page about how a bean plant grows.

The timeline shows:

• Day 1: Seed is planted
• Day 5: Small sprout appears
• Day 10: Leaves grow
• Day 20: Plant is taller

The diagram shows the parts of the plant labeled roots, stem, and leaves.

Question: What can you learn by using both the timeline and the diagram?

Step 1: Read the timeline to learn the order of plant growth.

Step 2: Read the diagram to learn the parts of the plant.

Answer: The timeline tells when the plant changes, and the diagram tells what parts the plant has.

Using both graphic features helps you understand more than using just one.

Good readers ask questions while looking at graphic features.

• What is this graphic feature teaching me?
• What details do I notice?
• How does this help me understand the text?
• What new fact did I learn from it?

Tips for success:

• Do not skip maps, charts, graphs, timelines, or diagrams.
• Read titles, labels, and keys carefully.
• Take your time and look closely.
• Use the graphic feature and the words on the page together.

Watch out for these mistakes:

• Looking only at the picture and not reading the labels
• Forgetting to read the title
• Mixing up the order on a timeline
• Not comparing all parts of a graph or chart

Let’s review.

Graphic features are tools that help readers understand nonfiction texts. Maps show where, charts and graphs show information and amounts, timelines show when, and diagrams show parts or how something works.

When you interpret graphic features, you gather information from both pictures and words. This helps you become a stronger reader and understand nonfiction text more clearly.

Chronological Text Structure is a way of organizing information in the order it happens.

Another way to say this is time order or sequence.

Writers use chronological text structure when they want to tell:

• what happened first, next, and last
• the steps in how to do something
• events in the order they happened over time

When you read a nonfiction text, looking for time order can help you understand the ideas more clearly.

Why is chronological text structure important?

Chronological order helps readers follow a text step by step. It makes it easier to understand what happened and when it happened.

For example, if you read about how a plant grows, it makes sense to learn the steps in order. First comes the seed, then the sprout, and later the plant blooms.

Clue words for chronological order

Writers often use signal words to show time order. These words give readers clues that the text is organized in a sequence.

• first
• next
• then
• after
• later
• before
• during
• finally
• last
• soon
• at the beginning
• in the end

If you see these words, ask yourself, “Is this text telling me the order of events or steps?” Many times, the answer is yes.

When do authors use chronological text structure?

• to explain how to make or do something
• to tell about historical events
• to describe the life cycle of an animal or plant
• to explain what happens in a process
• to tell about a person’s day or a journey

How to spot chronological text structure

1. Look for signal words like first, next, and finally.
2. Ask, “Is the author telling events or steps in order?”
3. Notice if one event happens before another event.
4. Check whether you could make a timeline or a step-by-step list from the text.

If you can put the information on a timeline, that is a big clue that the text uses chronological structure.

Worked Example 1: Simple sequence

Read this short paragraph:

“First, Maya put soil into a flower pot. Next, she placed a seed in the soil. Then she watered the seed. Finally, she set the pot by a sunny window.”

How do we know this is chronological?

• It uses signal words: First, Next, Then, and Finally.
• It tells the steps in the order they happened.

Step-by-step order:

1. Maya put soil into the pot.
2. She placed a seed in the soil.
3. She watered the seed.
4. She set the pot by a sunny window.

This paragraph teaches how Maya planted a seed in time order.

Worked Example 2: Events over time

Read this paragraph:

“In the morning, Ben packed his lunch. After that, he walked to the bus stop. Later, he arrived at school. At the end of the day, he rode the bus home.”

How do we know this is chronological?

• The author tells what Ben did throughout the day.
• The events happen in time order from morning to the end of the day.
• Signal words include in the morning, after that, later, and at the end of the day.

Order of events:

1. Ben packed his lunch.
2. He walked to the bus stop.
3. He arrived at school.
4. He rode the bus home.

Worked Example 3: A science process

Read this paragraph:

“First, a caterpillar hatches from an egg. Next, it eats leaves and grows. Then it forms a chrysalis. Finally, a butterfly comes out.”

How do we know this is chronological?

• It explains a process in order.
• Each step happens after the step before it.
• The signal words clearly show sequence.

Order of the life cycle:

1. Egg hatches.
2. Caterpillar eats and grows.
3. Chrysalis forms.
4. Butterfly comes out.

This is chronological text structure because the author explains the life cycle step by step.

Worked Example 4: Finding the order without easy clue words

Sometimes a text is still chronological even if it does not use words like first and next.

Read this paragraph:

“Jada woke up early. She brushed her teeth and got dressed. She ate breakfast before leaving for school. A little later, she met her friend on the sidewalk.”

How do we know this is chronological?

• The actions happen in the order of Jada’s morning.
• The word before shows time order.
• The phrase a little later also shows sequence.

Order of events:

1. Jada woke up.
2. She brushed her teeth and got dressed.
3. She ate breakfast.
4. She left for school.
5. She met her friend.

Tips for answering questions about chronological text structure

• Look for time and sequence words.
• Ask yourself what happened first, next, and last.
• Try turning the paragraph into a numbered list.
• Think about whether the text explains steps, a process, or events over time.
• If you get confused, reread and underline the signal words.

Chronological text structure compared to other structures

Sometimes texts are organized in other ways. But chronological text structure is special because it focuses on order in time.

For example:

• If a text tells why something happened, it may be about cause and effect.
• If a text tells how two things are alike and different, it may be compare and contrast.
• If a text tells events or steps in time order, it is chronological.

A good question to ask is: Is this text mostly about time order? If yes, it is probably chronological.

Let’s practice thinking

Read this short text:

“First, the class gathered paint, paper, and brushes. Next, students painted large blue skies. Then they added trees and birds. Finally, they hung the dry paintings in the hallway.”

Ask yourself:

• What are the signal words?
• What happened first?
• What happened last?

Answers:

• Signal words: First, Next, Then, Finally
• First: The class gathered supplies.
• Last: They hung the dry paintings in the hallway.

Quick checklist

• Does the text tell steps or events?
• Does it go in time order?
• Are there signal words that show sequence?
• Can I retell it using first, next, then, and finally?

If you can answer yes to these questions, the text probably uses chronological text structure.

Summary

Chronological text structure puts ideas in the order they happen. Authors use it to explain events, steps, and processes over time.

You can find chronological structure by looking for signal words like first, next, then, and finally. You can also check whether the text can be retold as a sequence from beginning to end.

When you understand chronological order, you can better follow nonfiction texts and remember important information.

Compare and Contrast Text Structure

When authors write nonfiction, they choose a way to organize their ideas. One way is called compare and contrast.

Compare means to tell how two things are alike. Contrast means to tell how two things are different.

An author uses a compare and contrast text structure when the writing explains similarities and differences between two or more subjects.

For example, an author might compare and contrast:

• two animals
• two places
• two people
• two kinds of weather
• two ways of doing something

Why do authors use this structure?

• to help readers understand two subjects better
• to show what is the same
• to show what is different
• to help readers think about both subjects side by side

Clue words can help you know that a passage uses compare and contrast.

Words that often show similarities are:

• same
• both
• alike
• also
• too
• similar

Words that often show differences are:

• different
• but
• however
• unlike
• instead
• on the other hand

When you read, ask yourself these questions:

• What two things is the author talking about?
• How are they alike?
• How are they different?
• Do I see clue words that show comparing or contrasting?

A helpful way to think about this structure is to sort details into two groups:

• same
• different

You can even make a simple chart in your mind:

• Subject 1
• Subject 2
• Ways they are alike
• Ways they are different

Worked Example 1: Finding similarities

Read this short passage:

Cats and dogs are both popular pets. Both animals can live in a house with a family. They also need food, water, and care.

Let’s think about it step by step.

1. The two subjects are cats and dogs.
2. The clue words are both and also.
3. The passage tells how they are alike.

What is the text structure? Compare and contrast.

Why? The author compares cats and dogs by showing similarities.

Worked Example 2: Finding differences

Read this passage:

A desert is very dry, but a rainforest gets a lot of rain. Deserts often have sandy land. Rainforests are filled with many green plants.

Let’s look closely.

1. The two subjects are deserts and rainforests.
2. The clue word but shows a difference.
3. The details tell how the two places are not the same.

What is the text structure? Compare and contrast.

Why? The author contrasts the two places by showing differences.

Worked Example 3: Similarities and differences together

Read this passage:

Butterflies and bees are both insects. Both can be seen around flowers. However, butterflies have large wings, while bees have fuzzy bodies and can sting.

Now let’s sort the details.

• Subjects: butterflies and bees
• Alike: both are insects; both are around flowers
• Different: butterflies have large wings; bees have fuzzy bodies and can sting

Clue words: both, however, while

What is the text structure? Compare and contrast.

Why? The passage gives both similarities and differences.

Worked Example 4: Deciding if a passage is compare and contrast

Read this passage:

Frogs begin life as eggs. Next, they hatch into tadpoles. Later, they grow legs and become adult frogs.

This passage is not compare and contrast.

Why not?

• It does not talk about two subjects.
• It does not explain how two things are alike or different.
• It tells steps in order.

This helps us learn an important idea: compare and contrast passages must have at least two subjects and tell how they are alike, different, or both.

How to find compare and contrast text structure

1. Find the subjects. Ask, “What things is the author talking about?”
2. Look for clue words like both, alike, but, and however.
3. Notice the details. Are they telling what is the same or different?
4. Decide: Is the author organizing ideas to compare and contrast the subjects?

Let’s practice with quick examples.

Example A: Winter and summer are both seasons. Winter is cold, but summer is hot.

This is compare and contrast because it tells one way the seasons are alike and one way they are different.

Example B: Some turtles live on land, while others live in water.

This is compare and contrast because it shows a difference between two groups of turtles.

Example C: First, wash your hands. Next, dry them with a towel.

This is not compare and contrast because it gives steps in order.

Tips for answering questions about compare and contrast

• Read the whole passage, not just one sentence.
• Circle or notice clue words.
• Think: same or different?
• If the passage talks about two things side by side, it may be compare and contrast.
• If it only tells about one thing, it is probably not compare and contrast.

Common mistake to avoid

Sometimes a passage has the word but, and students quickly think it must be compare and contrast. That is not always true.

Make sure the passage is really talking about two subjects and showing how they are alike or different.

Summary

Compare and contrast is a text structure authors use to show how two or more things are alike and different. Look for clue words such as both, alike, but, and however. Ask yourself what is being compared and what details show similarities or differences.

Cause and Effect Text Structure

When we read nonfiction, authors organize information in different ways. One common way is called cause and effect.

Cause and effect tells why something happened and what happened because of it.

• A cause is the reason something happens.
• An effect is what happens because of that reason.

Think of it like this: Cause = why, and Effect = what happened.

For example, if it rains, the ground gets wet. The rain is the cause. The wet ground is the effect.

Authors use cause and effect text structure to explain events, ideas, and changes in the world. This helps readers understand how one thing leads to another.

Signal Words

Authors often use clue words to show cause and effect. These are called signal words.

• because
• so
• since
• therefore
• as a result
• this caused
• for this reason
• if...then

These words can help you find the cause and the effect, but sometimes the author does not use signal words. Good readers still think, “What happened first?” and “What happened after that?”

How to Find Cause and Effect

1. Read the sentence or paragraph carefully.
2. Ask, What happened? That may be the effect.
3. Ask, Why did it happen? That may be the cause.
4. Look for signal words like because, so, or as a result.
5. Check that the cause comes first in real life, even if it comes second in the sentence.

Important Tip

Sometimes the effect comes first in a sentence.

Example: The plants grew well because they got plenty of sunlight.

• Effect: The plants grew well
• Cause: they got plenty of sunlight

Even though the effect is said first, the sunlight is still the reason. That makes it the cause.

Worked Example 1

Sentence: It snowed all night, so the roads were icy in the morning.

Step 1: Look for a signal word. The word so is a clue.

Step 2: Ask, “What happened?” The roads were icy in the morning.

Step 3: Ask, “Why did that happen?” It snowed all night.

• Cause: It snowed all night.
• Effect: The roads were icy in the morning.

Worked Example 2

Sentence: Because Maya studied for the test, she got a high score.

Step 1: Look for a signal word. The word because is a clue.

Step 2: Ask, “Why did she get a high score?” She studied for the test.

• Cause: Maya studied for the test.
• Effect: She got a high score.

In this sentence, the cause comes first. That can make it easier to spot.

Worked Example 3

Paragraph: A long time without rain made the soil dry. As a result, some plants in the garden began to wilt.

Step 1: Read both sentences together. They are connected.

Step 2: Look for a signal phrase. As a result tells us an effect is coming next.

Step 3: Find the reason. A long time without rain made the soil dry.

Step 4: Find what happened because of that. Some plants in the garden began to wilt.

• Cause: There was a long time without rain, and the soil became dry.
• Effect: Some plants in the garden began to wilt.

Worked Example 4

Paragraph: Beavers build dams in streams. The dams slow the water. Because the water moves more slowly, ponds can form behind the dams. These ponds create homes for many animals.

This example has more than one cause and effect. In nonfiction, one cause can lead to one effect, and then that effect can become a new cause.

• Cause 1: Beavers build dams in streams.
• Effect 1: The dams slow the water.
• Cause 2: The water moves more slowly.
• Effect 2: Ponds form behind the dams.
• Cause 3: Ponds form behind the dams.
• Effect 3: Many animals get homes there.

This is called a chain of events. One thing leads to the next thing.

Cause and Effect in Nonfiction

Writers of informational text often use cause and effect to teach about science, history, weather, animals, and people.

Here are some examples of topics where cause and effect is useful:

• What happens when plants do not get enough water
• How weather can change a town or a farm
• Why animals move from one place to another
• How people solve problems in a community

When you notice cause and effect, you can better understand the author’s ideas.

How Cause and Effect Helps You Learn

• It helps you understand why events happen.
• It helps you connect ideas in a text.
• It helps you remember important facts.
• It helps you explain information in your own words.

Watch Out for These Mistakes

• Do not confuse the cause with the effect.
• Do not only look at word order. Sometimes the effect comes first in the sentence.
• Do not pick details that are not connected. The cause and effect must make sense together.

Try These Questions in Your Mind While Reading

• What happened?
• Why did it happen?
• What clue words do I see?
• Did one event lead to another event?

Quick Practice

Read each sentence and think about the cause and effect.

1. The class planted seeds, and soon small green sprouts appeared.
2. Since the power went out, the lights turned off.
3. The river rose after many days of heavy rain.

Possible answers:

• 1. Cause: The class planted seeds. Effect: Small green sprouts appeared.
• 2. Cause: The power went out. Effect: The lights turned off.
• 3. Cause: Many days of heavy rain. Effect: The river rose.

Summary

Cause and effect text structure shows how one thing leads to another. The cause is why something happens, and the effect is what happens.

When you read, look for signal words and ask, “Why did this happen?” and “What happened because of it?” If you can answer those questions, you can find cause and effect.

Problem and Solution Text Structure

When authors write nonfiction, they organize their ideas in different ways. One way is called problem and solution text structure.

In this text structure, the author tells about a problem first. A problem is something that is wrong, difficult, or needs to be fixed. Then the author tells one or more solutions. A solution is a way to fix the problem or make it better.

Learning this text structure helps you understand what the author wants you to know. It also helps you find the most important ideas in the text.

What is a problem?

• A trouble or challenge
• Something that needs help
• A question like, “What is wrong?”

What is a solution?

• An answer to the problem
• A plan to help
• A question like, “How can this be fixed?”

Clue words can help you find problem and solution text structure. Authors do not always use these words, but they often do.

Problem clue words:

• problem
• trouble
• difficulty
• issue
• challenge
• needs
• harmful

Solution clue words:

• solution
• answer
• so
• thus
• to solve this
• in order to
• as a result
• one way

How to find the problem and solution

1. Read the passage carefully.
2. Ask, “What is going wrong?” That helps you find the problem.
3. Ask, “What is being done to fix it?” That helps you find the solution.
4. Look for clue words.
5. Check that the solution matches the problem.

Sometimes a text has one problem and one solution. Sometimes it has one problem and many solutions. Sometimes it has many problems and many solutions.

Why do authors use this structure?

• To teach readers about a real-world issue
• To explain why something matters
• To show ways people can help
• To help readers think about answers

Worked Example 1: One clear problem, one clear solution

Passage: Many birds in the park did not have enough water during hot summer days. This was a problem because birds need water to live. To help, the park workers put shallow birdbaths in shady places.

Step 1: Find the problem. The birds did not have enough water.

Step 2: Find the solution. The park workers put birdbaths in shady places.

Why this works: The birdbaths give the birds water, so they help solve the problem.

Worked Example 2: One problem, more than one solution

Passage: The school garden was not growing well because the soil was dry and hard. Students wanted healthy plants. To solve this problem, they added fresh soil, pulled weeds, and watered the garden every day.

Problem: The school garden was not growing well.

Solutions:

• They added fresh soil.
• They pulled weeds.
• They watered the garden every day.

Why this works: Each action helps the plants grow better.

Worked Example 3: Finding the problem when it is not said in one sentence

Passage: Sea turtles sometimes mistake plastic bags for food. When they eat plastic, they can get sick. Many people now use reusable bags and join beach cleanups to keep plastic out of the ocean.

Problem: Plastic in the ocean can hurt sea turtles.

Solutions:

• People use reusable bags.
• People join beach cleanups.

Why this can be trickier: The passage does not say, “The problem is…” You have to think about what is going wrong.

Worked Example 4: Choosing the best solution

Passage: In one town, people threw too much trash on the ground in the park. The park became dirty and unsafe for animals. The town made bigger signs, added more trash cans, and planned a clean-up day.

Problem: Too much trash was on the ground in the park.

Solutions:

• Bigger signs
• More trash cans
• A clean-up day

Thinking about the solutions: All three help. More trash cans give people a place to put trash. Signs remind people what to do. A clean-up day helps remove the trash that is already there.

This is called evaluating solutions. Evaluating means thinking about how well the solutions fix the problem.

Questions to ask when you evaluate a solution

• Does this solution match the problem?
• Will it help a little or a lot?
• Is it something people can really do?
• Are there enough details to explain how it helps?

Let’s compare

Problem and solution is not the same as just telling facts.

• Just facts: Frogs live near ponds. They eat insects. They can jump far.
• Problem and solution: Some frogs are losing their pond homes. People are protecting wetlands to help frogs survive.

In the second example, there is something wrong and a way to help. That is problem and solution structure.

Helpful reading tips

• Underline or say the problem in your own words.
• Circle the actions that try to fix it.
• If there are many solutions, list them.
• Think, “Did the author explain the fix clearly?”

Try this thinking:

If a passage says, “The river was polluted. Volunteers planted trees and picked up litter,” ask yourself:

• What is wrong? The river was polluted.
• What is the fix? Volunteers planted trees and picked up litter.

Remember

• A problem is what needs to be fixed.
• A solution is the fix.
• Authors may give one or many solutions.
• Good readers think about whether the solution really helps.

Brief Summary

Problem and solution text structure tells about an issue and then explains how it can be fixed. To find it, ask what is wrong and what is being done to help. Look for clue words, but also use your thinking because the problem is not always stated clearly. When you evaluate solutions, you decide how well they match and fix the problem.

Author’s Point and Reasons

When we read an informational text, the author usually wants us to learn something. Sometimes the author also wants us to believe an idea or agree with a main message. This is called the author’s point.

The author does not just say the point and stop. The author gives reasons to support that point. Reasons tell why the point makes sense.

In this lesson, you will learn how to find the author’s point and how to spot the reasons that support it.

What is the author’s point?

The author’s point is the main idea the author wants the reader to understand or agree with. It is often written as an opinion or a claim.

Ask yourself:

• What does the author want me to think?
• What is the big message?
• What idea is the author trying to prove?

What are reasons?

Reasons are the details that explain why the author’s point is true or important.

Reasons answer questions like:

• Why does the author think this?
• What makes this point believable?
• What details support the point?

Point and reasons work together

Think of it like this:

• The point is the main message.
• The reasons are the support under it.

If the point is, “School gardens are helpful,” the reasons might be:

• Students learn how plants grow.
• Gardens can provide fresh vegetables.
• Working in a garden teaches responsibility.

Each reason helps the reader understand why school gardens are helpful.

How to find the author’s point

1. Read the title and first sentences. These often give a clue about the main point.
2. Look for repeated ideas. If the author says the same message in different ways, that may be the point.
3. Ask, “What does the author want me to believe?”
4. Say the point in one sentence. Keep it short and clear.

How to find the reasons

1. Find the main point first.
2. Look for details that explain or support it.
3. Ask, “Why does the author believe this?”
4. List the supporting details. These are often the reasons.

Signal words can help

Sometimes authors use words that show they are giving reasons. Look for words and phrases like:

• because
• since
• for example
• one reason
• another reason
• this shows

These words can help you find support for the author’s point.

Reasons and evidence

Sometimes a text includes evidence. Evidence is information that helps prove a reason. It might be a fact, an example, or something the author observed.

For example:

• Point: Recess is important.
• Reason: It helps students focus better in class.
• Evidence: After moving and playing, students may feel ready to learn again.

You do not always need to use the word evidence, but it is helpful to know that some details give even more support to a reason.

Worked Example 1: Find the point

Text: “Pets can be great helpers for families. Dogs can guard homes. Some pets comfort people when they feel sad. Caring for a pet also teaches responsibility.”

Step 1: Ask, “What does the author want me to think?”

The author wants me to think that pets can be great helpers for families.

Author’s point: Pets can be great helpers for families.

Reasons:

• Dogs can guard homes.
• Some pets comfort people.
• Caring for a pet teaches responsibility.

Notice that the first sentence states the point clearly, and the next sentences give reasons.

Worked Example 2: Point and reasons in a short paragraph

Text: “Libraries are important places in a town. They let people borrow books for free. They also offer quiet spaces to read and study. Many libraries have programs for children, such as story time.”

Step 1: Look for the big message.

The big message is that libraries are important places in a town.

Step 2: Find the reasons that support that point.

• People can borrow books for free.
• Libraries offer quiet spaces to read and study.
• Libraries have programs for children.

Author’s point: Libraries are important places in a town.

Worked Example 3: The point is not in the first sentence

Text: “Many kids like to ride bikes after school. Riding a bike is also a smart way to get exercise. It helps strengthen muscles and keeps the heart healthy. For these reasons, bike riding is a healthy activity for children.”

Sometimes the author saves the point for the end.

Step 1: Read the whole paragraph.

Step 2: Ask, “What idea are all the details supporting?”

All the details support the idea that bike riding is a healthy activity for children.

Reasons:

• It is a way to get exercise.
• It helps strengthen muscles.
• It keeps the heart healthy.

The first sentence says many kids like bike riding, but that is not the main point. The main point is about health.

Worked Example 4: Choose the best reason

Text: “Rain forests should be protected. They are home to many animals. They also help keep Earth’s air clean. Many plants in rain forests are used by people in important ways.”

Author’s point: Rain forests should be protected.

Reasons:

• They are home to many animals.
• They help keep Earth’s air clean.
• Many plants there are useful to people.

If someone asked, “Why does the author think rain forests should be protected?” any of those three details would be a good answer because each one supports the point.

How to tell the difference between a point and a reason

• A point is the big idea.
• A reason is one part that supports the big idea.

Example:

• Point: Drinking water is important.
• Reason: Water helps your body stay healthy.

The point is broader. The reason explains why the point matters.

Common mistakes to avoid

• Do not pick a small detail as the point. The point should cover the whole paragraph or text.
• Do not choose your own opinion. Choose what the author believes.
• Do not stop after one sentence. Read all the details before deciding.
• Do not confuse the topic with the point. The topic may be “gardens,” but the point may be “school gardens help students learn.”

Try these helpful questions while reading

• What is this text mostly trying to say?
• What does the author want me to understand or agree with?
• Which details tell why the author thinks that?
• Do these reasons match the point?

Mini practice

Text: “Wearing a helmet while biking is very important. A helmet helps protect your head if you fall. It can lower the chance of a serious injury. Helmets are simple to wear and can keep riders safer.”

What is the author’s point?

The author’s point is: Wearing a helmet while biking is very important.

What are the reasons?

• A helmet helps protect your head if you fall.
• It can lower the chance of a serious injury.
• Helmets can keep riders safer.

Summary

The author’s point is the main message the author wants readers to understand or believe. The reasons are the details that explain why that point makes sense.

To find them, first ask, “What is the big idea?” Then ask, “Which details support it?” When you can match the reasons to the point, you understand the author’s thinking more clearly.

Distinguishing Fact from Opinion

When you read nonfiction, it is important to know if a sentence tells a fact or an opinion. This helps you understand the text better.

A fact is something that is true and can be checked. You can prove it with evidence.

An opinion is what someone thinks, feels, or believes. An opinion is not something you can prove is true for everyone.

Learning the difference between fact and opinion helps you become a stronger reader. It helps you decide which ideas give information and which ideas share someones personal thoughts.

How to Spot a Fact

• A fact can be checked in a book, chart, article, or by observing.
• A fact is true no matter who says it.
• A fact often includes numbers, dates, places, or clear details.

Examples of facts:

• The sun rises in the east.
• Dogs have four legs.
• Water freezes at 32 degrees Fahrenheit.

These are facts because we can check them and prove they are true.

How to Spot an Opinion

• An opinion tells a persons idea, feeling, or choice.
• Different people can have different opinions.
• Opinion words often include: best, beautiful, yummy, boring, fun, worst, amazing.

Examples of opinions:

• Summer is the best season.
• Chocolate ice cream tastes better than vanilla.
• Reading is more fun than playing soccer.

These are opinions because not everyone will agree.

Ask These Questions

1. Can I prove this is true?
2. Can I check it in a trusted source?
3. Is this someones feeling or choice?

If the statement can be proven, it is a fact. If it tells what someone thinks or feels, it is an opinion.

Clue Words for Opinions

Some words can give you a hint that a sentence is an opinion. Watch for words like:

• best
• worst
• prettiest
• nicest
• favorite
• should
• I think
• I believe

These words often show that a person is sharing an opinion.

Be Careful

Sometimes a sentence may sound like a fact, but it is really an opinion.

For example: The blue whale is the most amazing animal.

The words most amazing show a feeling. That makes the sentence an opinion.

Now look at this sentence: The blue whale is the largest animal on Earth.

This is a fact because scientists can check and prove it.

Worked Example 1

Sentence: A day has 24 hours.

Step 1: Ask, can this be proven?

Step 2: Yes. We can check a clock or a science source.

Answer: This is a fact.

Worked Example 2

Sentence: Rainy days are gloomy and unpleasant.

Step 1: Ask, is this true for everyone?

Step 2: No. Some people like rainy days.

Step 3: The words gloomy and unpleasant show feelings.

Answer: This is an opinion.

Worked Example 3

Sentence: Penguins cannot fly.

Step 1: Can this be checked?

Step 2: Yes. We can learn this from an animal book or video.

Answer: This is a fact.

Worked Example 4

Sentence: Penguins are the cutest animals.

Step 1: Can everyone prove this?

Step 2: No. Different people think different animals are cutest.

Step 3: The word cutest is a clue word for opinion.

Answer: This is an opinion.

Facts and Opinions in Informational Texts

Informational texts teach readers about real topics. They often include many facts.

But sometimes an author may also include opinions. For example, an author might write facts about whales and then say whales are wonderful animals.

As a reader, your job is to notice the difference.

• Fact: gives information you can prove
• Opinion: gives a personal idea or feeling

Try This Thinking

Read the sentence: Basketball is the most exciting sport.

Ask yourself:

• Can I prove it is the most exciting?
• Or is this what someone thinks?

This is an opinion because people enjoy different sports.

Now read: A basketball team has five players on the court.

This is a fact because the rules of the game can be checked.

Quick Tips to Remember

• Fact = can be proven
• Opinion = someone thinks or feels
• Look for clue words like best, favorite, and should
• Ask: Can everyone agree because it is true?

Summary

A fact is a statement that can be checked and proven true. An opinion is a statement that tells someones thoughts, feelings, or beliefs.

When you read nonfiction, look closely at each sentence. Ask whether it gives real information or a personal idea. This will help you understand the text and become a careful reader.

Author’s Purpose (PIE)

When we read, it is important to ask: Why did the author write this? The answer is called the author’s purpose.

Authors usually write for one of three main reasons. A helpful way to remember them is PIE.

• P = Persuade: to try to make you think, feel, or do something
• I = Inform: to teach you facts or explain something
• E = Entertain: to tell a story or make you enjoy reading

Think of a pie cut into 3 slices. Each slice stands for one author’s purpose: Persuade, Inform, Entertain.

Why is author’s purpose important?

Knowing the author’s purpose helps you understand the text better. It helps you figure out what kind of text you are reading and what the author wants you to notice.

It also helps you answer questions about the text. When you know the purpose, you can look for the right kind of evidence.

1. Persuade

An author writes to persuade when they want to change your mind or get you to do something.

A persuasive text may:

• give opinions
• tell reasons why something is best
• ask you to agree
• use words like should, must, best, or need

Examples of persuade texts:

• a poster that says kids should recycle
• a letter asking the principal for a longer recess
• an ad telling people to buy a toy

Clue words for persuade: should, must, best, important, need, buy, vote, choose

2. Inform

An author writes to inform when they want to teach you facts. The author may explain a topic, tell steps, or give true information.

An informational text may:

• include facts
• teach about animals, places, people, or events
• use headings, labels, or pictures
• answer questions like who, what, where, when, why, and how

Examples of inform texts:

• a book about the life cycle of frogs
• a weather article
• directions for planting seeds

Clue words for inform: facts, first, next, then, because, for example, explains, describes

3. Entertain

An author writes to entertain when they want you to enjoy the reading. These texts are often stories, poems, comics, or funny pieces.

An entertaining text may:

• have characters and a setting
• tell about a problem and solution
• make you laugh, feel excited, or use your imagination
• include dialogue, or talking

Examples of entertain texts:

• a fairy tale
• a chapter book story
• a funny comic strip

Clue words for entertain: story, character, once upon a time, said, suddenly, adventure

How to figure out the author’s purpose

1. Ask yourself: Is the author trying to teach me, change my mind, or tell me a story?
2. Look for clues: Are there facts, opinions, or story parts?
3. Think about the text type: Is it an article, ad, letter, or story?
4. Find evidence: Point to words or details from the text that prove your answer.

A quick check:

• If the text gives mostly facts, the purpose is probably inform.
• If the text gives mostly opinions and reasons, the purpose is probably persuade.
• If the text tells mostly a story, the purpose is probably entertain.

Worked Example 1: Easy

Text: “Dogs need fresh water every day. They also need exercise and healthy food.”

Question: What is the author’s purpose?

Step 1: Does this sound like facts, opinions, or a story?

These are facts about taking care of dogs.

Step 2: Is the author teaching, changing your mind, or entertaining you?

The author is teaching.

Answer: The author’s purpose is inform.

Evidence: The text tells true information about what dogs need.

Worked Example 2: Medium

Text: “Our school should have a garden. A garden would help students learn about plants and science.”

Question: What is the author’s purpose?

Step 1: Look for clue words.

The word should is an important clue.

Step 2: Is the author sharing facts, telling a story, or trying to convince you?

The author is trying to convince readers that the school needs a garden.

Answer: The author’s purpose is persuade.

Evidence: The author gives a reason why a garden would be good for students.

Worked Example 3: Medium-Hard

Text: “Lena opened the old door and heard a creak. ‘Who is there?’ she whispered as the wind blew through the hallway.”

Question: What is the author’s purpose?

Step 1: Does the text give facts, opinions, or story details?

It gives story details. There is a character, action, and dialogue.

Step 2: Why did the author write it?

The author wants the reader to feel interested and enjoy the story.

Answer: The author’s purpose is entertain.

Evidence: The text has a character named Lena and tells what is happening in a story.

Worked Example 4: Harder

Text: “Rainforests are warm, wet forests near the equator. They are home to many animals, including monkeys, parrots, and jaguars.”

Question: What is the author’s purpose?

Step 1: What kind of details do you see?

You see facts about rainforests.

Step 2: Is the author asking you to do something?

No. The author is not trying to change your mind.

Step 3: Is this a story with characters and a plot?

No. It is not telling a story.

Answer: The author’s purpose is inform.

Evidence: The text teaches where rainforests are and what animals live there.

Be careful!

Sometimes a text can do more than one thing. For example, a story about dinosaurs can be fun to read and also teach facts.

When that happens, think about the main purpose. Ask yourself, “What is the author mostly trying to do?”

Example: If most of the text gives dinosaur facts, the main purpose is inform. If most of the text tells a made-up dinosaur adventure, the main purpose is entertain.

How to cite evidence

When you answer, do not just say the purpose. Tell why.

You can use sentence frames like these:

• The author’s purpose is inform because the text teaches facts about ______.
• The author’s purpose is persuade because the author says readers should ______.
• The author’s purpose is entertain because the text tells a story about ______.

Try thinking about these clues in a chart:

• Persuade: opinions, reasons, should, must, best
• Inform: facts, explanations, steps, headings, labels
• Entertain: characters, setting, problem, dialogue, action

Mini Practice

1. “Please bring canned food to school so we can help families in need.”

This is persuade because it asks readers to do something.

2. “Butterflies begin life as eggs. Then they become caterpillars.”

This is inform because it gives facts about butterflies.

3. “Max laughed as the puppy jumped into the mud puddle.”

This is entertain because it sounds like a story.

Summary

Author’s purpose means the reason an author writes a text. Use PIE to remember the three main purposes: Persuade, Inform, Entertain.

To figure out the purpose, look for clues in the words and details. Then give evidence from the text to prove your answer.

Elements of Procedural Texts

Have you ever read instructions for making a sandwich, planting a seed, or playing a game? A text that tells how to do something is called a procedural text.

Procedural texts help readers complete a task in the correct order. They are often called how-to texts. Recipes, craft directions, science experiment steps, and game rules can all be procedural texts.

When we read a procedural text, we look for the parts, or elements, that help us understand what to do. Learning these elements helps us follow directions correctly and safely.

Why procedural texts are important

Procedural texts give clear directions. If we miss a step or do steps out of order, the task may not work. For example, if you put frosting on a cake before baking it, that would not make sense!

Good readers pay attention to the words and features in a procedural text. These clues help them know what they need, what to do, and what order to do it in.

Main elements of a procedural text

• Title — tells what the reader will make or do.
• Goal or purpose — explains the job or result.
• Materials or ingredients — lists what is needed.
• Steps or directions — tells what to do, one step at a time.
• Order words — words like first, next, then, and last.
• Pictures or diagrams — show what the task or steps look like.
• Warnings or tips — give safety reminders or helpful ideas.

1. Title

The title tells the topic of the procedural text. It lets the reader know what the directions are about.

Examples of titles:

• How to Wash Your Hands
• How to Make a Paper Airplane
• Fruit Salad Recipe

A good title is short and clear. It helps the reader get ready to follow the directions.

2. Goal or purpose

The goal or purpose tells what the reader will do or make. It answers the question: What is this text helping me do?

Examples:

• These directions will help you plant a bean seed.
• This recipe shows you how to make apple slices with cinnamon.
• These steps explain how to log in to the computer.

Sometimes the purpose is in the title. Other times it is written in a sentence under the title.

3. Materials or ingredients

Before starting, readers need to know what to gather. Procedural texts often include a list of materials or ingredients.

Materials are items used for a project or task. Ingredients are foods used in a recipe.

Example materials list for a craft:

• 1 sheet of paper
• crayons
• scissors
• glue

Example ingredients list for a snack:

• apple slices
• peanut butter
• raisins

This part is important because you may not be able to finish the task if something is missing.

4. Steps or directions

The steps are the most important part of a procedural text. They tell the reader exactly what to do.

Steps are usually:

• written in order
• numbered or listed
• short and clear

Good steps use action words, such as cut, mix, fold, pour, draw, or turn. These words tell the reader what action to take.

For example:

1. Wash the apple.
2. Cut the apple into slices.
3. Spread peanut butter on each slice.
4. Add raisins on top.

Each step should be done in order. If you change the order, the result may not be right.

5. Order words

Order words show sequence, or the order things happen. They help the reader move through the directions correctly.

Common order words are:

• first
• next
• then
• after that
• finally or last

Example:

First, get a cup. Next, fill it with water. Then, place the flower in the cup. Finally, set it by a window.

These words are clues that help readers know what comes before and after.

6. Pictures or diagrams

Many procedural texts include pictures, labels, or diagrams. These features help the reader see what the steps should look like.

A picture can show:

• what materials are needed
• how to place or hold something
• what the finished product should look like

If a reader is confused by the words, a picture can give extra help.

7. Warnings or tips

Some procedural texts include a warning or a tip.

A warning tells about safety. A tip gives a helpful hint.

Examples:

• Warning: Ask an adult to help with the oven.
• Tip: Fold the paper slowly to make neat lines.

These details can help readers stay safe and do the task better.

How to read a procedural text

1. Read the title to learn the topic.
2. Look for the goal or purpose.
3. Check the materials or ingredients list.
4. Read all the steps before starting.
5. Watch for order words.
6. Use pictures to help you understand.
7. Follow any warnings or tips.

Reading all the directions before beginning is a smart habit. It helps readers know what is coming next.

Worked Example 1: Finding the parts

Read this short procedural text:

How to Water a Plant

Materials: small cup of water

1. First, carry the cup to the plant.
2. Next, pour a little water into the soil.
3. Then, put the cup back.
4. Finally, check that no water spilled.

What are the elements?

• Title: How to Water a Plant
• Purpose: to water a plant
• Materials: small cup of water
• Steps: the 4 numbered directions
• Order words: first, next, then, finally

This example shows the basic parts of a procedural text.

Worked Example 2: Putting mixed-up steps in order

Here are directions for washing your hands, but they are mixed up:

• Dry your hands with a towel.
• Put soap on your hands.
• Turn on the water.
• Rinse your hands.

Let’s put them in the correct order.

1. Turn on the water.
2. Put soap on your hands.
3. Rinse your hands.
4. Dry your hands with a towel.

Why? In a procedural text, the order matters. You need water before rinsing, and you dry your hands at the end.

Worked Example 3: Reading a recipe

Banana Snack

Ingredients:

• 1 banana
• 2 spoonfuls of yogurt
• a few blueberries

1. First, peel the banana.
2. Next, cut the banana into slices.
3. Then, put the slices in a bowl.
4. Add the yogurt.
5. Last, place blueberries on top.

What do we learn from this procedural text?

• The title tells the snack.
• The ingredients tell what food is needed.
• The steps tell how to make it.
• The order words first, next, then, and last show sequence.

If you added the yogurt before putting the banana in the bowl, the directions would not be followed in the same order.

Worked Example 4: Looking for a missing element

Read this text:

How to Make a Bookmark

1. Cut a strip of paper.
2. Color the paper.
3. Add your name.

This text has a title and steps, but it is missing some helpful elements.

What is missing?

• A materials list such as paper, crayons, and scissors
• Order words could make it clearer
• A tip or picture could help the reader

Here is an improved version:

How to Make a Bookmark

Materials: paper, crayons, scissors

1. First, cut a strip of paper.
2. Next, color the paper.
3. Then, add your name.
4. Finally, use your bookmark in a book.

Tip: Ask an adult for help when using scissors.

This improved text is easier to follow because it includes more elements.

Clues that tell you a text is procedural

• It explains how to do something.
• It has a list of materials or ingredients.
• It has numbered steps.
• It uses order words.
• It may include pictures, tips, or warnings.

Tips for following directions well

• Read all the steps before you begin.
• Gather all materials first.
• Do the steps in the correct order.
• Go slowly and carefully.
• Look back at the text if you forget what to do next.

Summary

A procedural text is a how-to text that teaches a reader the steps to complete a task. The main elements are the title, goal or purpose, materials or ingredients, steps, and order words.

Pictures, tips, and warnings can also help the reader. When you understand these elements, you can read directions more easily and complete tasks in the right order.

Biography and Autobiography Elements

Sometimes we read stories about real people. These texts tell about a person’s life, important events, and what the person did. Two kinds of texts that do this are called a biography and an autobiography.

In this lesson, you will learn what makes a biography different from an autobiography. You will also learn how to spot important parts, or elements, in each one.

What is a biography?

A biography is a book or article about a real person’s life that is written by someone else.

• It tells facts about a real person.
• It is written in third person.
• It may use words like he, she, and they.
• The writer learns about the person by reading, researching, or talking to others.

What is an autobiography?

An autobiography is a book or article a person writes about his or her own life.

• It tells facts about the writer’s real life.
• It is written in first person.
• It may use words like I, me, and my.
• The writer is sharing firsthand information.

Firsthand and secondhand accounts

These two text types are also different because of where the information comes from.

• Firsthand account: information from the person who lived it.
• Secondhand account: information from someone who learned about it from other sources.

An autobiography is a firsthand account because the person is writing about his or her own life.

A biography is a secondhand account because the writer is telling about another person’s life.

Main elements of a biography

When you read a biography, look for these important parts:

• The person’s name: Who is the biography about?
• Dates and places: When and where did the person live?
• Important life events: What happened in the person’s life?
• Accomplishments: What did the person do well or become known for?
• Challenges: What hard things did the person face?
• Facts from research: The writer may include details learned from books, articles, or interviews.

Main elements of an autobiography

When you read an autobiography, look for these important parts:

• The writer’s own life story: The person is telling about himself or herself.
• First-person words: Look for I, me, and my.
• Personal thoughts and feelings: The writer may tell how he or she felt.
• Important events: The writer shares key moments from life.
• Lessons learned: The writer may explain what he or she learned.

How can you tell the difference?

Ask yourself these questions when you read:

1. Who wrote the text? Is it the person in the story, or someone else?
2. What words does the text use? Does it say I and my, or he and she?
3. Where did the information come from? Did the writer live it, or learn about it from research?

Biography clues

• Uses the person’s name often
• Uses he, she, or they
• Written by another author
• Tells facts in order about someone’s life

Autobiography clues

• Uses I, me, and my
• The author and the main person are the same
• Includes memories, thoughts, and feelings
• Tells what happened in the writer’s own life

Why do readers use biographies and autobiographies?

We read these texts to learn about real people. We can find out what they did, what problems they solved, and how they changed the world around them.

We can also learn how a person’s life events connect. For example, a child who loved reading may grow up to become a writer. A student who liked science may become an inventor.

Text structure in biographies and autobiographies

Many biographies and autobiographies are written in time order. This means the writer tells events from the beginning of life to later years.

Some texts may focus on only one part of a person’s life, but they still include real events and true details.

Look for signal words that show time order:

• first
• next
• later
• then
• finally

Worked Example 1: Finding a biography

Read this short passage:

Mae Jemison was born in Alabama and grew up in Chicago. She loved science and dance as a child. Later, she became a doctor and an astronaut. In 1992, she traveled into space on the space shuttle Endeavour.

Question: Is this a biography or an autobiography?

Step 1: Look for clue words. The passage uses she and her.

Step 2: Ask who is telling the story. It is not Mae Jemison speaking about herself.

Answer: This is a biography.

Why? It is about a real person, but it is written by someone else in third person.

Worked Example 2: Finding an autobiography

Read this short passage:

When I was little, I moved to a new town. I felt nervous on my first day at school, but I made two new friends. That year, I learned that being brave can help me try new things.

Question: Is this a biography or an autobiography?

Step 1: Look for clue words. The passage uses I and me.

Step 2: Ask who is telling the story. The person is telling about his or her own life.

Answer: This is an autobiography.

Why? It is written in first person and gives a firsthand account.

Worked Example 3: Finding the elements

Read this short passage:

Ruby Bridges was born in Mississippi in 1954. When she was six years old, she became one of the first Black children to attend an all-white school in New Orleans. She showed courage during a very hard time. Many people remember her bravery.

Question: What biography elements can you find?

Step 1: Find the real person’s name: Ruby Bridges.

Step 2: Find dates and places: Mississippi, 1954, and New Orleans.

Step 3: Find important life events: She attended an all-white school when she was six.

Step 4: Find challenges or accomplishments: She showed courage during a hard time.

Answer: The passage includes a real person, dates, places, an important event, and an accomplishment or character trait.

Worked Example 4: Firsthand or secondhand?

Read these two sentences:

• I practiced every day until I learned to play the song on the piano.
• Maria practiced every day until she learned to play the song on the piano.

Question: Which sentence is firsthand, and which is secondhand?

Step 1: Look for pronouns. The first sentence uses I. The second sentence uses Maria and she.

Step 2: Decide who is speaking. In the first sentence, the person who lived the event is speaking. In the second sentence, someone is telling about Maria.

Answer:

• The first sentence is firsthand.
• The second sentence is secondhand.

Tips for answering questions about biographies and autobiographies

• Look at the title and the author.
• Notice the pronouns: I or he/she.
• Think about whether the writer lived the events.
• Look for important details such as names, dates, places, events, and feelings.
• Ask what the text is mostly doing: telling about someone else’s life or the writer’s own life.

Let’s compare them side by side

• Biography: about a real person, written by someone else, usually in third person, secondhand account
• Autobiography: about the writer’s own real life, written by that person, usually in first person, firsthand account

Quick check

If a passage says, My family moved when I was seven, and I missed my old home, it is probably an autobiography.

If a passage says, Helen Keller learned to read and write even though she could not see or hear, it is probably a biography.

Summary

A biography tells about a real person’s life, but it is written by someone else. It is usually written in third person and gives a secondhand account.

An autobiography tells about a real person’s own life, and it is written by that person. It is usually written in first person and gives a firsthand account.

When you read, look for clue words, the author, and important life details. These clues will help you decide whether the text is a biography or an autobiography.

Cross-Text Synthesizing means putting together ideas from two different nonfiction texts about the same topic.

When readers synthesize across texts, they do more than find one fact. They combine information from both texts to build a bigger, clearer understanding.

For example, one text about bees might tell how bees make honey. Another text about bees might explain why bees help flowers grow. When we put those ideas together, we learn more about bees than we would from just one text.

Why is this important?

• It helps you learn more about a topic.
• It helps you notice how texts are the same and different.
• It helps you answer bigger questions using more than one source.

What does synthesize mean?

To synthesize means to take parts from different places and join them into one new understanding.

Think of it like making a fruit salad.

• One fruit alone is good.
• Two or more fruits together make something new.

That is what your brain does when you read two texts on the same topic and put the ideas together.

How is synthesizing different from comparing?

Comparing means telling how two texts are alike and different.

Synthesizing means using both texts together to learn something bigger.

You often compare first. Then you synthesize.

Steps for Cross-Text Synthesizing

1. Read the first text. Ask, “What is this mostly teaching me?”
2. Read the second text. Ask the same question.
3. Find important facts from both texts.
4. Notice connections. Ask, “How do these facts fit together?”
5. Say or write a new idea that uses information from both texts.

Helpful questions to ask

• What is the topic in both texts?
• What important fact did I learn from Text 1?
• What important fact did I learn from Text 2?
• Do the texts teach the same thing, different things, or both?
• What bigger idea can I make by putting both texts together?

Signal words and sentence starters

These can help when you speak or write your thinking:

• Both texts teach that...
• Text 1 explains..., and Text 2 adds that...
• From both texts, I understand that...
• One text shows..., while the other shows...
• Putting both texts together, I learned that...

Worked Example 1: Frogs

Text 1: Frogs start life as eggs in water. Then they hatch into tadpoles. Later, they grow legs and become adult frogs.

Text 2: Adult frogs can live near ponds, lakes, and wet forests. Their strong back legs help them jump, and their sticky tongues help them catch insects.

Step 1: What did Text 1 teach?

Text 1 teaches about the life cycle of a frog.

Step 2: What did Text 2 teach?

Text 2 teaches about where adult frogs live and how their bodies help them survive.

Step 3: Synthesize

New idea: Frogs change as they grow, and when they become adults, their bodies help them live in wet places and catch food.

This answer uses information from both texts.

Worked Example 2: Community Gardens

Text 1: A community garden is a place where people in a neighborhood grow fruits and vegetables together. Families work in the garden and share the food they grow.

Text 2: Community gardens can also help neighborhoods look nicer. Flowers and plants can bring bees and butterflies, and gardens give people a place to learn about nature.

What is important from Text 1?

Community gardens help people grow and share food.

What is important from Text 2?

Community gardens help neighborhoods, animals, and learning.

Synthesize

New idea: Community gardens do more than grow food. They also make neighborhoods better places for people, plants, and animals.

Now the understanding is bigger than either text alone.

Worked Example 3: The Sun

Text 1: The sun is a star that gives Earth light and heat. Plants need sunlight to grow.

Text 2: People use the sun in many ways. Solar panels can change sunlight into electricity for homes and schools.

Important idea from Text 1: The sun helps living things by giving light and heat.

Important idea from Text 2: The sun can also help people by providing energy.

Synthesize

New idea: The sun is important because it helps both nature and people. It helps plants grow, and it can also be used to make electricity.

What a weak answer looks like

“Text 1 is about the sun. Text 2 is about solar panels.”

This is not a full synthesis because it does not explain the big idea from both texts together.

What a strong answer looks like

“Both texts show that the sun is useful. It helps plants grow, and people can use its energy too.”

Worked Example 4: Penguins

Text 1: Penguins have thick feathers and a layer of fat that keep them warm in cold places.

Text 2: Penguins are strong swimmers. Their flippers help them move through water to catch fish.

Synthesize

New idea: Penguins have body parts that help them survive in their habitat. Their feathers and fat keep them warm, and their flippers help them swim for food.

A simple way to organize your thinking

• Text 1 teaches: ______
• Text 2 teaches: ______
• Both together teach: ______

Things to remember

• Read both texts carefully.
• Look for the most important facts, not every tiny detail.
• Ask how the ideas connect.
• Make one new statement that includes information from both texts.

Common mistakes

• Only telling about one text.
  A synthesis must use both texts.
• Listing facts without connecting them.
  You need to explain how the facts fit together.
• Writing something too small.
  Try to make a bigger idea, not just repeat one sentence from each text.

Practice on your own

Text 1: Dolphins live in oceans. They breathe air through a blowhole on top of their heads.

Text 2: Dolphins often live in groups. Working together can help them stay safe and find food.

Ask yourself:

• What did I learn from Text 1?
• What did I learn from Text 2?
• What bigger idea can I make from both?

Possible synthesis: Dolphins have special ways to survive in the ocean. They breathe air with a blowhole, and they work together in groups to stay safe and find food.

Brief Summary

Cross-text synthesizing means combining ideas from two nonfiction texts on the same topic. First, find the important ideas in each text. Then, connect those ideas to make one new, bigger understanding. Good readers use both texts together to learn more than they could from just one text alone.

Lesson: Citing Textual Evidence in Nonfiction

When we read nonfiction, we read to learn true information. Nonfiction texts teach us about real people, animals, places, science, history, and more.

Sometimes a teacher asks, “How do you know?” When that happens, you need to give textual evidence. Textual evidence means the words, facts, or details from the text that help prove your answer is correct.

Citing textual evidence means telling exactly which part of the text supports your thinking. You are not just giving your opinion. You are showing the proof from what you read.

Think of it like this: your answer is one part, and the proof from the text is the other part. A strong reader uses answer + evidence.

Why is textual evidence important?

• It helps show that your answer makes sense.
• It proves you understood the text.
• It helps you explain your thinking clearly.
• It helps you learn to use facts, not just guesses.

What counts as textual evidence?

In nonfiction, textual evidence can be:

• a fact from the text
• a sentence or part of a sentence from the text
• a number, date, or other data from the text
• a detail from a heading, caption, chart, or diagram

For example, if a passage says, “Sea turtles can live for many decades,” you can use that sentence as evidence if you are answering a question about how long sea turtles live.

How to find textual evidence

1. Read the question carefully. Ask yourself, “What is the question asking me to prove?”
2. Look back in the text. Reread the part that talks about the topic in the question.
3. Find matching words or ideas. The question often uses words that also appear in the text.
4. Choose the best detail. Pick the fact or sentence that most clearly answers the question.
5. Write your answer and your evidence. Tell your answer, then include the proof from the text.

Helpful sentence starters

• The text says, “...”
• According to the text, ...
• One detail from the text is ...
• The author explains that ...
• On the page, it says ...

Important tip: You do not always have to copy a whole sentence. Sometimes you can tell the fact in your own words. But your answer must still match what the text says.

Example 1: Finding one clear fact

Text: “Beavers build dams from sticks, mud, and rocks. These dams slow down water in streams.”

Question: What do beavers use to build dams?

Weak answer: Beavers build things.

Why it is weak: It does not answer the question clearly, and it gives no proof.

Strong answer: Beavers use sticks, mud, and rocks to build dams. The text says, “Beavers build dams from sticks, mud, and rocks.”

Why it is strong: It answers the question and uses exact evidence from the text.

Example 2: Using evidence in your own words

Text: “Honeybees visit flowers to collect nectar. They carry pollen from flower to flower, which helps new plants grow.”

Question: How do honeybees help plants?

Strong answer: Honeybees help plants by carrying pollen from one flower to another. According to the text, this helps new plants grow.

Why it is strong: The answer uses details from the text, even though it is not copied word for word.

Example 3: Using more than one detail

Text: “Emperor penguins live in Antarctica, where the weather is very cold. They huddle together to stay warm during harsh winters.”

Question: Why do emperor penguins huddle together?

Strong answer: Emperor penguins huddle together because Antarctica is very cold. The text says they “huddle together to stay warm during harsh winters.”

Why it is strong: It gives a reason and supports it with words from the passage.

Example 4: Using numbers or data as evidence

Text: “A cheetah can run up to 70 miles per hour for short distances. It uses this speed to catch prey.”

Question: How do we know a cheetah is a fast animal?

Strong answer: We know a cheetah is fast because the text says it can run up to 70 miles per hour. That number is evidence that shows great speed.

Why it is strong: It uses a number from the text as proof.

How to answer with evidence

A good answer often has two parts:

1. Your answer
2. Your proof from the text

You can use this easy pattern:

Answer: ___
Evidence: The text says ___

Here is another simple pattern:

I know ___ because the text says ___.

Let’s practice thinking about evidence

Read this short nonfiction passage:

Passage: “Octopuses have eight arms and soft bodies. They can squeeze into small spaces between rocks. An octopus can also release ink to help it escape from danger.”

Question 1: How can an octopus fit into small places?

Answer with evidence: An octopus can fit into small places because it has a soft body. The text says, “They can squeeze into small spaces between rocks.”

Question 2: What can an octopus do to stay safe?

Answer with evidence: An octopus can release ink to escape from danger. According to the text, “An octopus can also release ink to help it escape from danger.”

Common mistakes to avoid

• Do not give only your opinion. You need proof from the text.
• Do not choose a detail that does not match the question. Make sure your evidence fits.
• Do not copy too much. Pick the most important part.
• Do not forget to answer the question. Evidence supports the answer, but it does not replace the answer.

How headings, captions, and charts can help

In nonfiction, evidence does not only come from the main paragraphs. It can also come from text features.

• Heading: tells the topic of a section
• Caption: explains a picture
• Chart or diagram: shows facts in a different way

For example, if a chart shows that a frog starts life as an egg, the chart can be evidence for the answer, “A frog begins life as an egg.”

Quick checklist for citing textual evidence

• Did I answer the question?
• Did I look back at the text?
• Did I use a fact, detail, quote, or number from the text?
• Did my evidence match my answer?
• Did I explain my thinking clearly?

Summary

Citing textual evidence means using words, facts, and details from a nonfiction text to prove your answer. Good readers do not just say what they think. They show how they know by looking back at the text and choosing the best proof.

When you answer questions about nonfiction, remember: answer the question, find the proof, and put them together. That is how you become a strong reader and writer.