Standard #: LAFS.5.RI.1.2 (Archived Standard)


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Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.


General Information

Subject Area: English Language Arts
Grade: 5
Strand: Reading Standards for Informational Text
Idea: Level 2: Basic Application of Skills & Concepts
Date Adopted or Revised: 12/10
Date of Last Rating: 02/14
Status: State Board Approved - Archived
Assessed: Yes

Test Item Specifications

    Item Type(s): This benchmark may be assessed using: TM , EBSR , MS , ST , MC item(s)
    N/A

    Assessment Limits :
    Items may ask the student to identify main ideas and use details from the text to support the main ideas identified. Main ideas may be explicitly or implicitly stated. Items should focus on more than one main idea. Items may also ask the student to summarize the text.
    Text Types :
    The items assessing this standard may be used with one or more grade-appropriate informational texts. Texts may vary in complexity
    Response Mechanisms :
    The Enhanced Item Descriptions section on page 3 provides a list of Response Mechanisms that may be used to assess this standard (excluding the Editing Task Choice item type). The Sample Response Mechanisms may include, but are not limited to, the examples below.
    Task Demand and Sample Response Mechanisms :

    Task Demand

    Determine two or more main ideas of a text and explain how they are supported by key details.

    Sample Response Mechanisms

    Selectable Text

    • Requires the student to select two or more main ideas from the choices and then to select words or phrases from the text to support the main ideas selected. 
    EBSR
    • Requires the student to select two or more main ideas from the choices and then to select words or phrases from the text to support the main ideas selected. 
    Table Match
    • Requires the student to complete a table to match two or more main ideas with details from the text that support them.
    Task Demand

    Provide a correct summary of the text.

    Sample Response Mechanisms

    Selectable Text

    • Requires the student to select sentences from the text that represent key details that should be addressed in a summary. 
    Multiple Choice
    • Requires the student to select a correct summary of the text. 
    Multiselect
    • Requires the student to select multiple details that should be included in a summary of the text. 

    Table Match

    • Requires the student to complete a table that provides a summary of a text.


Related Courses

Course Number1111 Course Title222
5010010: English for Speakers of Other Languages-Elementary (Specifically in versions: 2014 - 2015, 2015 - 2022 (course terminated))
5010020: Basic Skills in Reading-K-2 (Specifically in versions: 2014 - 2015, 2015 - 2021, 2021 and beyond (current))
5010030: Functional Basic Skills in Communications-Elementary (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current))
5021070: Social Studies Grade 5 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2023, 2023 and beyond (current))
5010046: Language Arts - Grade Five (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current))
7710016: Access Language Arts - Grade 5 (Specifically in versions: 2014 - 2015, 2015 - 2018, 2018 - 2022, 2022 and beyond (current))
7721016: Access Social Studies - Grade 5 (Specifically in versions: 2014 - 2015, 2015 - 2018, 2018 - 2023, 2023 and beyond (current))
5011050: Library Skills/Information Literacy Grade 5 (Specifically in versions: 2016 - 2022, 2022 - 2023, 2023 and beyond (current))
5010105: Introduction to Debate Grade 5 (Specifically in versions: 2020 - 2022, 2022 and beyond (current))


Related Resources

Lesson Plans

Name Description
Calling All Student Leaders

In this lesson, students will observe a speaker and analyze a piece of informational text (an excerpt from Bill Clinton's 1993 Inaugural Address) to further develop their knowledge of summarizing, identifying central ideas and relevant details, and identifying claims and supporting reasons with evidence. Students will then play the role of the speaker and create their own writing on a topic they think would be important to kids, why they would be a good candidate for president, or how they might motivate other kids. At the lesson's end, students will present their speech to the class. A graphic organizer, student handouts, and rubrics are provided for the writing and speaking activities.

Beach on a Budget

Topic Overview:This 5th grade MEA asks students to work in teams to determine from which store they will buy beach equipment for a new beach rental business, after considering several criteria. After the students have created a proposal based on given data, a twist is added which may vary their results.

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom.

Close Reading: The Great Chicago Fire

This close reading lesson will engage students in discussions that involve how two authors in different genres describe the same event. These short texts, the poem "The Great Chicago Fire" and the informational text "Chicago," will require students to analyze text, make inferences based on text evidence, and defend their understandings through discussion and close reads. Students will use context clues to determine word meaning and unfamiliar phrasing in both texts. Students will participate in partner and small group work throughout the lesson. For the summative assessment, students will write an explanatory essay about the main ideas and key details of each text, as well as analyze the similarities in how each author describes the Chicago fire. 

Not Such a Secret: Summarizing, Central Idea, and Vocabulary

In this lesson, students will be read the non-fiction article, "A Well-Kept Secret." The students will work to determine the meaning of selected vocabulary from the article and find evidence in the passage to answer a set of text-dependent questions. Students will also explain how the relevant details support the central ideas and summarize the article.

Human Rights and Discrimination: Analyzing how a Narrator's Point of View Influences a Story Students will begin to learn about discrimination by analyzing how a narrator's or speaker's point of view can influence the way events are described in a story. Students will create a KWL chart, Venn diagram, and Character web, and then write an essay, all while working collaboratively to explore this important cultural issue.
X-treme Roller Coasters

This MEA asks students to assist Ms. Joy Ride who is creating a virtual TV series about extreme roller coasters. They work together to determine which roller coaster is most extreme and should be featured in the first episode. Students are presented with research of five extreme roller coasters and they must use their math skills to convert units of measurements while learning about force and motion.

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom.

Close Reading Exemplar: "The Making of a Scientist"

The goal of this two to three day exemplar is to give students the opportunity to use the reading and writing habits they've been practicing on a regular basis to absorb deep lessons from Richard Feynman's recollections of interactions with his father. By reading and rereading the passage closely, and focusing their reading through a series of questions and discussion about the text, students will identify how and why Feynman started to look at the world through the eyes of a scientist. When combined with writing about the passage, students will discover how much they can learn from a memoir.

From Text to Art: Exploring the Civil Rights Dreams of Abraham Lincoln and Martin Luther King Jr.

In this lesson, students will determine the main ideas in two informational texts about the work and dreams of Abraham Lincoln and Martin Luther King Jr. The culminating activity will require students to show understanding of the information presented and the relationship between the two men's dreams by 1) selecting one of three pieces of art to best represent their civil rights dreams, and 2) writing an opinion piece explaining their choice.

Student Center Activities

Name Description
Comprehension: Sum-thing Special

In this activity, students will summarize text using a graphic organizer.

Comprehension: Sum Summary!

In this activity, students will summarize text (narrative and expository) using a graphic organizer.

Text Resource

Name Description
Carniverous Plants Say 'Cheese'

This informational text resource is intended to support reading in the content area. The article describes how, through high-speed video, scientists are able to see how bladderworts (carnivorous plants) trap small animals very quickly.

Unit/Lesson Sequence

Name Description
The Story of Jackie Robinson: Bravest Man in Baseball

This is a fifth grade book unit on The Story of Jackie Robinson: Bravest Man in Baseball by Margaret Davidson (Lexile 760). The unit features a series of lessons titled: Distinguish Between Biography and Autobiography; Author's Opinion; Retelling a Life; Events and Effects; Text Features. The resource also includes an 18-day pacing guide, student resource packet and answer keys, and a unit assessment and answer keys.

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