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Practise it now
Three witnesses, one true account. Work out who can be trusted.
It covers most of this skill rather than all of it.
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A worked example
One question of the kind this skill is tested with, worked all the way through: the reasoning, and what the wrong answers are there to catch.
One sentence that covers the whole passage
Read the passage, then choose the sentence that gives its main idea.
Until last year, only nine pupils at Marsh Lane cycled to school, and most of them locked their bikes to the railings. In September the school built a covered rack, ran a Saturday repair club, and asked two parents to lead a group ride each morning. By July, sixty-one pupils were cycling. The head teacher says the rack alone would never have done it.
Cycling to school rose sharply because the school changed several things at once.
Sixty-one pupils at Marsh Lane now cycle to school.
Marsh Lane built a covered bicycle rack last September.
Bikes locked to railings are more likely to be damaged.
Answer: Cycling to school rose sharply because the school changed several things at once.
How you get there
A main idea has to cover the whole passage, not one line of it. Every sentence here is about the same thing: the number of cyclists went up, and it went up after the school made three changes together. The last sentence settles it, because the head teacher says the rack on its own would not have been enough. Only one option leaves nothing out.
Why the other answers tempt
"Sixty-one pupils at Marsh Lane now cycle to school" is true, and it is the most striking number in the passage. A true detail is still not the main idea: it is one fact the main idea rests on.
If they are stuck, say this
Cover the options and say the passage back in one sentence of your own. Then pick the option closest to what you said, and check that no sentence of the passage is left out.
Three witnesses, one true account. Work out who can be trusted.
A good summary keeps three things exactly as they were: the size of what happened, the reason it happened, and the details that were actually written. Distortions almost always attack one of those three. Making it bigger is exaggeration, so "clung on halfway" becomes "fell all the way to the ground" and the whole meaning flips, because a boy who holds on is brave and a boy who falls is unlucky. Swapping the reason is the sneakiest, because "the kite was stuck" becomes "his sister dared him", which invents a motive the passage never offered. Adding a detail is the easiest to miss, since invented facts sit quietly among the real ones. So when you check a summary, including your own, test each claim against the exact words: if you cannot find the line, take the claim out.
Step 1. Honest. Which witness retells the passage without bending it?
Step 2. Lies. Now catch each liar. Tap the exact words they twisted.
What to say if they get stuck
Do not ask which retelling sounds best. Ask which one you could match to the passage line by line.
A distortion is usually one phrase, not a whole sentence. Look for a word that has been made bigger, or a reason nobody actually gave.
The passage says he clung on, and it never gives a reason for the climb beyond the kite being stuck. Anything else has been added.
The 11+ does not test these skills in isolation, and practising one in the wrong order wastes the practice. These are the skills the curriculum map connects this one to.
Theme requires integration beyond a local main idea.
How identify a main idea differs from the skills beside it
The same exercise practises one other skill, and telling them apart is often the difficulty rather than the exercise itself. On this page the skill is: select the main idea of a passage or section, and it stops where excludes theme across a whole work.
Answered from what the skill map records about this skill, not from a template. Every answer here is on the page, and the same questions are the page's FAQ structured data.
Select the main idea of a passage or section. It is one of 41 named English skills in the 11+, in the reading strand, and this page carries 1 interactive exercise that practises it.
"Sixty-one pupils at Marsh Lane now cycle to school" is true, and it is the most striking number in the passage. A true detail is still not the main idea: it is one fact the main idea rests on. The wrong answers on this skill are built out of that, not out of random numbers, so it is worth naming out loud before your child meets it under time pressure.
Point at the next move rather than explaining the whole rule. Cover the options and say the passage back in one sentence of your own. Then pick the option closest to what you said, and check that no sentence of the passage is left out.
Once it is secure, the skill map opens identify a theme. Theme requires integration beyond a local main idea.
The skill map draws the line here: Excludes theme across a whole work. A question past that line is testing a different named English skill, which is worth knowing before you spend a week practising the wrong one.
The reading strand holds 11 skills that are tested together, and the pages next to identify a main idea are identify textual mood, identify writer purpose and identify a theme. Each has its own exercise and its own link, and none of them needs an account.
Use Unreliable Witness, embedded on this page. It is the exercise the skill map attaches to identify a main idea, it runs in the browser with no account to make, nothing is scored, and nothing a child does here is recorded or sent anywhere. It also has its own link, so you can send it to a child without sending them anywhere else first.
Identify a main idea is the step before identify a theme
A free diagnostic maps the whole run of skills either side of this one, so practice follows the order the paper actually needs.
