Identify Author's Main Purpose
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2nd Grade Reading › Identify Author's Main Purpose
Read the passage. What is the author's main purpose?
This text explains why communities have libraries. Libraries give people a place to borrow books for free. They also have quiet spaces to read and study. Many libraries offer story time for young children. Some libraries let people use computers and the internet. Libraries help everyone learn new things. That is why libraries are important in a town or city.
To tell a story about a librarian.
To explain why libraries are important.
To describe the cover of a book.
Explanation
This tests the author's main purpose. The author explains why libraries are important. Each sentence tells a reason libraries help communities.
Read the text: Have you ever wondered how a lever makes work easier? A lever is a stiff bar that can move around a point called a fulcrum. When you push down on one end, the other end lifts up. This helps you lift heavy things with less effort. A seesaw is a lever on a playground. A crowbar is also a lever that helps pull nails. Why did the author write this text?
To tell only that levers are stiff
To describe a fun day on a seesaw
To answer how a lever makes work easier
Explanation
We find the main purpose. The text answers how levers make work easier. It explains pushing down lifts the other end.
Read the passage. A coral reef is a busy home under the ocean. The water around it is often warm and clear. Corals can look like rocks, but they are living animals. Bright fish swim in and out of the reef. You might see sea stars, crabs, and sea urchins there too. The reef has many shapes, like branches and round bumps. Many animals hide in the reef to stay safe. Why did the author write this text?
To explain how to swim in the ocean.
To answer why fish are colorful.
To describe what you see in a reef.
To tell a story about a crab.
Explanation
This question tests 2nd grade ability to identify the author's main purpose for writing an informational text (CCSS.RI.2.6), specifically recognizing whether the author's goal is to describe what something is like. Every author has a REASON for writing - a purpose or goal for what they want the text to do. In informational text, three main purposes: (1) TO ANSWER A QUESTION - author poses question (like 'Why do birds fly south?') and provides answer with explanation; (2) TO EXPLAIN - author explains HOW something works/happens or WHY something is important/happens, often with steps, reasons, or causes; (3) TO DESCRIBE - author describes what something IS LIKE using descriptive details (appearance, characteristics, qualities, behaviors). Understanding author's purpose helps readers know what to pay attention to and what kind of information to expect. In this passage, the author's main purpose is to describe what a coral reef is like. This is clear because the text gives descriptive details about characteristics, appearance, behaviors using adjectives and sensory details. For example, 'A coral reef is a busy home under the ocean... Bright fish swim in and out... The reef has many shapes, like branches and round bumps.' The overall focus is describing, which is the author's main purpose. Choice A is correct because it accurately identifies the author's main purpose as to describe what you see in a reef. This matches what the author is trying to do throughout the text: paint a picture of what something is like. The answer uses appropriate purpose language (describe) and focuses on the overall goal of the text, not just one detail. Choice B is a common error where students confuse purpose types (explained when author describes), focused on one detail instead of main purpose. This happens because 2nd graders are learning to: (1) Distinguish between purpose types (answer vs. explain vs. describe), (2) Identify overall purpose rather than focusing on one part, (3) Use purpose language (to answer, to explain, to describe) rather than just topic, (4) Think about author's goal not their own reaction, (5) Look at whole text not one sentence. To help students identify author's purpose: Create anchor chart with three purposes and signal words/features for each: TO ANSWER A QUESTION (signals: question stated, 'Why?' 'How?' 'What?', answer provided, explanatory details); TO EXPLAIN (signals: 'This is how,' 'This is why,' 'because,' 'so,' 'the reason,' 'first, next, then,' steps or causes listed); TO DESCRIBE (signals: 'is/are,' adjectives, sensory details, 'looks like,' 'sounds like,' characteristics listed, 'what it's like'). Before reading, ask 'What do you think the author wants to tell us?' After reading, ask 'Why did the author write this? To answer a question, explain something, or describe something?' Use sentence frames: 'The author's purpose is to ___ [answer/explain/describe] ___.' Practice with varied texts: question-answer format, how-to/why explanations, descriptive passages. Model thinking aloud: 'I see the text starts with a question - Why do bees make honey? Then it tells the answer and explains. So the author's purpose is to answer that question.' Highlight purpose clues: underline question if present, circle explanation signal words (because, how, first), highlight descriptive words. Compare purpose types: Read three short passages (one answering question, one explaining, one describing same topic like 'penguins') and identify how purposes differ. Connect to writing: When students write, have them state their purpose: 'I am writing to explain how to make a sandwich' or 'I am writing to describe my cat.' Play 'Author's Purpose Sort' - sort text passages into three categories (Answer, Explain, Describe).
Read the passage. How does rain form in the sky? The Sun warms water in lakes and oceans. The water turns into vapor and rises into the air. Higher up, the air is cooler, so the vapor becomes tiny drops. These drops gather to make clouds. When the drops get heavy, they fall as rain. Rain helps plants and animals get water. Why did the author write this text?
To describe what clouds look like.
To explain why the Sun is hot.
To answer how rain forms.
To tell you to play in puddles.
Explanation
This question tests 2nd grade ability to identify the author's main purpose for writing an informational text (CCSS.RI.2.6), specifically recognizing whether the author's goal is to answer a question. Every author has a REASON for writing - a purpose or goal for what they want the text to do. In informational text, three main purposes: (1) TO ANSWER A QUESTION - author poses question (like 'Why do birds fly south?') and provides answer with explanation; (2) TO EXPLAIN - author explains HOW something works/happens or WHY something is important/happens, often with steps, reasons, or causes; (3) TO DESCRIBE - author describes what something IS LIKE using descriptive details (appearance, characteristics, qualities, behaviors). Understanding author's purpose helps readers know what to pay attention to and what kind of information to expect. In this passage, the author's main purpose is to answer the question 'how rain forms.' This is clear because the text starts with a question and then answers it with explanatory details. For example, 'How does rain form in the sky? The Sun warms water... When the drops get heavy, they fall as rain.' The overall focus is answering, which is the author's main purpose. Choice A is correct because it accurately identifies the author's main purpose as to answer how rain forms. This matches what the author is trying to do throughout the text: provide an answer to a question. The answer uses appropriate purpose language (answer a question) and focuses on the overall goal of the text, not just one detail. Choice B is a common error where students confuse purpose types (described when author answers), focused on one detail instead of main purpose. This happens because 2nd graders are learning to: (1) Distinguish between purpose types (answer vs. explain vs. describe), (2) Identify overall purpose rather than focusing on one part, (3) Use purpose language (to answer, to explain, to describe) rather than just topic, (4) Think about author's goal not their own reaction, (5) Look at whole text not one sentence. To help students identify author's purpose: Create anchor chart with three purposes and signal words/features for each: TO ANSWER A QUESTION (signals: question stated, 'Why?' 'How?' 'What?', answer provided, explanatory details); TO EXPLAIN (signals: 'This is how,' 'This is why,' 'because,' 'so,' 'the reason,' 'first, next, then,' steps or causes listed); TO DESCRIBE (signals: 'is/are,' adjectives, sensory details, 'looks like,' 'sounds like,' characteristics listed, 'what it's like'). Before reading, ask 'What do you think the author wants to tell us?' After reading, ask 'Why did the author write this? To answer a question, explain something, or describe something?' Use sentence frames: 'The author's purpose is to ___ [answer/explain/describe] ___.' Practice with varied texts: question-answer format, how-to/why explanations, descriptive passages. Model thinking aloud: 'I see the text starts with a question - Why do bees make honey? Then it tells the answer and explains. So the author's purpose is to answer that question.' Highlight purpose clues: underline question if present, circle explanation signal words (because, how, first), highlight descriptive words. Compare purpose types: Read three short passages (one answering question, one explaining, one describing same topic like 'penguins') and identify how purposes differ. Connect to writing: When students write, have them state their purpose: 'I am writing to explain how to make a sandwich' or 'I am writing to describe my cat.' Play 'Author's Purpose Sort' - sort text passages into three categories (Answer, Explain, Describe).
Read the passage. Leaves change color in fall for a reason. In summer, leaves are green because of chlorophyll. When days get shorter and cooler, trees make less chlorophyll. Then the green color fades away. Other colors, like yellow and orange, begin to show. Some leaves even turn red or brown. Finally, many trees drop their leaves to rest in winter. Why did the author write this text?
To tell that leaves can be red.
To describe the best fall games to play.
To explain why leaves change color.
To answer where leaves go after they fall.
Explanation
This question tests 2nd grade ability to identify the author's main purpose for writing an informational text (CCSS.RI.2.6), specifically recognizing whether the author's goal is to explain how or why something happens or works. Every author has a REASON for writing - a purpose or goal for what they want the text to do. In informational text, three main purposes: (1) TO ANSWER A QUESTION - author poses question (like 'Why do birds fly south?') and provides answer with explanation; (2) TO EXPLAIN - author explains HOW something works/happens or WHY something is important/happens, often with steps, reasons, or causes; (3) TO DESCRIBE - author describes what something IS LIKE using descriptive details (appearance, characteristics, qualities, behaviors). Understanding author's purpose helps readers know what to pay attention to and what kind of information to expect. In this passage, the author's main purpose is to explain why leaves change color. This is clear because the text explains the reasons using words like 'because,' 'for a reason.' For example, 'Leaves change color in fall for a reason. In summer, leaves are green because of chlorophyll... When days get shorter and cooler, trees make less chlorophyll.' The overall focus is explaining, which is the author's main purpose. Choice B is correct because it accurately identifies the author's main purpose as to explain why leaves change color. This matches what the author is trying to do throughout the text: explain reasons. The answer uses appropriate purpose language (explain) and focuses on the overall goal of the text, not just one detail. Choice A is a common error where students confuse purpose types (described when author explains), focused on one detail instead of main purpose. This happens because 2nd graders are learning to: (1) Distinguish between purpose types (answer vs. explain vs. describe), (2) Identify overall purpose rather than focusing on one part, (3) Use purpose language (to answer, to explain, to describe) rather than just topic, (4) Think about author's goal not their own reaction, (5) Look at whole text not one sentence. To help students identify author's purpose: Create anchor chart with three purposes and signal words/features for each: TO ANSWER A QUESTION (signals: question stated, 'Why?' 'How?' 'What?', answer provided, explanatory details); TO EXPLAIN (signals: 'This is how,' 'This is why,' 'because,' 'so,' 'the reason,' 'first, next, then,' steps or causes listed); TO DESCRIBE (signals: 'is/are,' adjectives, sensory details, 'looks like,' 'sounds like,' characteristics listed, 'what it's like'). Before reading, ask 'What do you think the author wants to tell us?' After reading, ask 'Why did the author write this? To answer a question, explain something, or describe something?' Use sentence frames: 'The author's purpose is to ___ [answer/explain/describe] ___.' Practice with varied texts: question-answer format, how-to/why explanations, descriptive passages. Model thinking aloud: 'I see the text starts with a question - Why do bees make honey? Then it tells the answer and explains. So the author's purpose is to answer that question.' Highlight purpose clues: underline question if present, circle explanation signal words (because, how, first), highlight descriptive words. Compare purpose types: Read three short passages (one answering question, one explaining, one describing same topic like 'penguins') and identify how purposes differ. Connect to writing: When students write, have them state their purpose: 'I am writing to explain how to make a sandwich' or 'I am writing to describe my cat.' Play 'Author's Purpose Sort' - sort text passages into three categories (Answer, Explain, Describe).
Read the passage. A lever is a simple tool that helps people lift things. It is a stiff bar that can move on a point called a fulcrum. When you push down on one end, the other end lifts up. This lets you lift a heavy object with less effort. A seesaw is a lever on a playground. A crowbar is another lever people use at work. Levers help make hard jobs easier. Why did the author write this text?
To tell you to buy a crowbar.
To describe what playgrounds look like.
To answer how a lever makes work easier.
To tell one example of a lever.
Explanation
This question tests 2nd grade ability to identify the author's main purpose for writing an informational text (CCSS.RI.2.6), specifically recognizing whether the author's goal is to answer a question. Every author has a REASON for writing - a purpose or goal for what they want the text to do. In informational text, three main purposes: (1) TO ANSWER A QUESTION - author poses question (like 'Why do birds fly south?') and provides answer with explanation; (2) TO EXPLAIN - author explains HOW something works/happens or WHY something is important/happens, often with steps, reasons, or causes; (3) TO DESCRIBE - author describes what something IS LIKE using descriptive details (appearance, characteristics, qualities, behaviors). Understanding author's purpose helps readers know what to pay attention to and what kind of information to expect. In this passage, the author's main purpose is to answer the question 'how a lever makes work easier.' This is clear because the text explains the process and reasons, answering an implied question about how it works. For example, 'A lever is a simple tool that helps people lift things... When you push down on one end, the other end lifts up. This lets you lift a heavy object with less effort.' The overall focus is answering, which is the author's main purpose. Choice A is correct because it accurately identifies the author's main purpose as to answer how a lever makes work easier. This matches what the author is trying to do throughout the text: provide an answer to a question. The answer uses appropriate purpose language (answer) and focuses on the overall goal of the text, not just one detail. Choice B is a common error where students confuse purpose types (described when author answers/explains), focused on one detail instead of main purpose. This happens because 2nd graders are learning to: (1) Distinguish between purpose types (answer vs. explain vs. describe), (2) Identify overall purpose rather than focusing on one part, (3) Use purpose language (to answer, to explain, to describe) rather than just topic, (4) Think about author's goal not their own reaction, (5) Look at whole text not one sentence. To help students identify author's purpose: Create anchor chart with three purposes and signal words/features for each: TO ANSWER A QUESTION (signals: question stated, 'Why?' 'How?' 'What?', answer provided, explanatory details); TO EXPLAIN (signals: 'This is how,' 'This is why,' 'because,' 'so,' 'the reason,' 'first, next, then,' steps or causes listed); TO DESCRIBE (signals: 'is/are,' adjectives, sensory details, 'looks like,' 'sounds like,' characteristics listed, 'what it's like'). Before reading, ask 'What do you think the author wants to tell us?' After reading, ask 'Why did the author write this? To answer a question, explain something, or describe something?' Use sentence frames: 'The author's purpose is to ___ [answer/explain/describe] ___.' Practice with varied texts: question-answer format, how-to/why explanations, descriptive passages. Model thinking aloud: 'I see the text starts with a question - Why do bees make honey? Then it tells the answer and explains. So the author's purpose is to answer that question.' Highlight purpose clues: underline question if present, circle explanation signal words (because, how, first), highlight descriptive words. Compare purpose types: Read three short passages (one answering question, one explaining, one describing same topic like 'penguins') and identify how purposes differ. Connect to writing: When students write, have them state their purpose: 'I am writing to explain how to make a sandwich' or 'I am writing to describe my cat.' Play 'Author's Purpose Sort' - sort text passages into three categories (Answer, Explain, Describe).
Read the passage: Have you ever wondered why bees make honey? Bees make honey so they have food when flowers are not blooming. Worker bees collect sweet nectar from flowers. They carry the nectar back to the hive. Inside the hive, bees fan their wings to help dry it. The nectar thickens and turns into honey. Bees store the honey in wax cells. Honey helps the hive survive cold weather. Why did the author write this text?
To describe what a beehive looks like
To tell that bees collect nectar
To tell a story about a bee
To answer why bees make honey
Explanation
This question tests 2nd grade ability to identify the author's main purpose for writing an informational text (CCSS.RI.2.6), specifically recognizing whether the author's goal is to answer a question. Every author has a REASON for writing - a purpose or goal for what they want the text to do. In informational text, three main purposes: (1) TO ANSWER A QUESTION - author poses question (like 'Why do birds fly south?') and provides answer with explanation; (2) TO EXPLAIN - author explains HOW something works/happens or WHY something is important/happens, often with steps, reasons, or causes; (3) TO DESCRIBE - author describes what something IS LIKE using descriptive details (appearance, characteristics, qualities, behaviors). Understanding author's purpose helps readers know what to pay attention to and what kind of information to expect. In this passage, the author's main purpose is to answer the question why bees make honey. This is clear because the text starts with a question and then answers it with an explanation of the process. For example, 'Have you ever wondered why bees make honey? Bees make honey so they have food when flowers are not blooming.' The overall focus is answering, which is the author's main purpose. Choice B is correct because it accurately identifies the author's main purpose as to answer why bees make honey. This matches what the author is trying to do throughout the text: provide an answer to a question. The answer uses appropriate purpose language to answer a question and focuses on the overall goal of the text, not just one detail. Choice A is a common error where students confuse purpose types by thinking the text is describing when the author is actually answering a question with explanatory details. This happens because 2nd graders are learning to: (1) Distinguish between purpose types (answer vs. explain vs. describe), (2) Identify overall purpose rather than focusing on one part, (3) Use purpose language (to answer, to explain, to describe) rather than just topic, (4) Think about author's goal not their own reaction, (5) Look at whole text not one sentence. To help students identify author's purpose: Create anchor chart with three purposes and signal words/features for each: TO ANSWER A QUESTION (signals: question stated, 'Why?' 'How?' 'What?', answer provided, explanatory details); TO EXPLAIN (signals: 'This is how,' 'This is why,' 'because,' 'so,' 'the reason,' 'first, next, then,' steps or causes listed); TO DESCRIBE (signals: 'is/are,' adjectives, sensory details, 'looks like,' 'sounds like,' characteristics listed, 'what it's like'). Before reading, ask 'What do you think the author wants to tell us?' After reading, ask 'Why did the author write this? To answer a question, explain something, or describe something?' Use sentence frames: 'The author's purpose is to ___ [answer/explain/describe] ___.' Practice with varied texts: question-answer format, how-to/why explanations, descriptive passages. Model thinking aloud: 'I see the text starts with a question - Why do bees make honey? Then it tells the answer and explains. So the author's purpose is to answer that question.' Highlight purpose clues: underline question if present, circle explanation signal words (because, how, first), highlight descriptive words. Compare purpose types: Read three short passages (one answering question, one explaining, one describing same topic like 'penguins') and identify how purposes differ. Connect to writing: When students write, have them state their purpose: 'I am writing to explain how to make a sandwich' or 'I am writing to describe my cat.' Play 'Author's Purpose Sort' - sort text passages into three categories (Answer, Explain, Describe).
Read the passage: Many people ask, “What does a veterinarian do?” A veterinarian is an animal doctor. They check pets like dogs and cats to see if they are healthy. They give shots to help stop sickness. If an animal is hurt, the veterinarian can fix it. Veterinarians also help farm animals like cows and horses. They talk with pet owners about food and care. Their work helps animals feel better. What is the author's main purpose?
To answer what a veterinarian does
To tell a story about a lost cat
To explain how to train a puppy
To describe a dog’s favorite toys
Explanation
This question tests 2nd grade ability to identify the author's main purpose for writing an informational text (CCSS.RI.2.6), specifically recognizing whether the author's goal is to answer a question. Every author has a REASON for writing - a purpose or goal for what they want the text to do. In informational text, three main purposes: (1) TO ANSWER A QUESTION - author poses question (like 'Why do birds fly south?') and provides answer with explanation; (2) TO EXPLAIN - author explains HOW something works/happens or WHY something is important/happens, often with steps, reasons, or causes; (3) TO DESCRIBE - author describes what something IS LIKE using descriptive details (appearance, characteristics, qualities, behaviors). Understanding author's purpose helps readers know what to pay attention to and what kind of information to expect. In this passage, the author's main purpose is to answer the question what a veterinarian does. This is clear because the text starts with a question and then answers it with explanatory details. For example, 'Many people ask, “What does a veterinarian do?” A veterinarian is an animal doctor.' The overall focus is answering, which is the author's main purpose. Choice A is correct because it accurately identifies the author's main purpose as to answer what a veterinarian does. This matches what the author is trying to do throughout the text: provide an answer to a question. The answer uses appropriate purpose language to answer a question and focuses on the overall goal of the text, not just one detail. Choice D is a common error where students confuse purpose types by selecting explain when the main purpose is to answer a specific question. This happens because 2nd graders are learning to: (1) Distinguish between purpose types (answer vs. explain vs. describe), (2) Identify overall purpose rather than focusing on one part, (3) Use purpose language (to answer, to explain, to describe) rather than just topic, (4) Think about author's goal not their own reaction, (5) Look at whole text not one sentence. To help students identify author's purpose: Create anchor chart with three purposes and signal words/features for each: TO ANSWER A QUESTION (signals: question stated, 'Why?' 'How?' 'What?', answer provided, explanatory details); TO EXPLAIN (signals: 'This is how,' 'This is why,' 'because,' 'so,' 'the reason,' 'first, next, then,' steps or causes listed); TO DESCRIBE (signals: 'is/are,' adjectives, sensory details, 'looks like,' 'sounds like,' characteristics listed, 'what it's like'). Before reading, ask 'What do you think the author wants to tell us?' After reading, ask 'Why did the author write this? To answer a question, explain something, or describe something?' Use sentence frames: 'The author's purpose is to ___ [answer/explain/describe] ___.' Practice with varied texts: question-answer format, how-to/why explanations, descriptive passages. Model thinking aloud: 'I see the text starts with a question - Why do bees make honey? Then it tells the answer and explains. So the author's purpose is to answer that question.' Highlight purpose clues: underline question if present, circle explanation signal words (because, how, first), highlight descriptive words. Compare purpose types: Read three short passages (one answering question, one explaining, one describing same topic like 'penguins') and identify how purposes differ. Connect to writing: When students write, have them state their purpose: 'I am writing to explain how to make a sandwich' or 'I am writing to describe my cat.' Play 'Author's Purpose Sort' - sort text passages into three categories (Answer, Explain, Describe).
Read the passage: Many people ask, “Why do we have libraries in communities?” Libraries give people a place to borrow books for free. They help students find facts for school projects. Libraries also have story time where children listen to books. Some libraries let people use computers and the internet. Libraries are quiet places to read and learn. Librarians help people choose books they will enjoy. Libraries bring the community together to share learning. Why did the author write this text?
To describe a librarian’s clothes
To tell a story about a lost book
To answer why communities have libraries
To explain how to write a book
Explanation
This question tests 2nd grade ability to identify the author's main purpose for writing an informational text (CCSS.RI.2.6), specifically recognizing whether the author's goal is to answer a question. Every author has a REASON for writing - a purpose or goal for what they want the text to do. In informational text, three main purposes: (1) TO ANSWER A QUESTION - author poses question (like 'Why do birds fly south?') and provides answer with explanation; (2) TO EXPLAIN - author explains HOW something works/happens or WHY something is important/happens, often with steps, reasons, or causes; (3) TO DESCRIBE - author describes what something IS LIKE using descriptive details (appearance, characteristics, qualities, behaviors). Understanding author's purpose helps readers know what to pay attention to and what kind of information to expect. In this passage, the author's main purpose is to answer why communities have libraries. This is clear because the text starts with a question and then answers it with explanatory details. For example, 'Many people ask, “Why do we have libraries in communities?” Libraries give people a place to borrow books for free.' The overall focus is answering, which is the author's main purpose. Choice B is correct because it accurately identifies the author's main purpose as to answer why communities have libraries. This matches what the author is trying to do throughout the text: provide an answer to a question. The answer uses appropriate purpose language to answer a question and focuses on the overall goal of the text, not just one detail. Choice A is a common error where students confuse purpose types by selecting describe when the author is answering a question. This happens because 2nd graders are learning to: (1) Distinguish between purpose types (answer vs. explain vs. describe), (2) Identify overall purpose rather than focusing on one part, (3) Use purpose language (to answer, to explain, to describe) rather than just topic, (4) Think about author's goal not their own reaction, (5) Look at whole text not one sentence. To help students identify author's purpose: Create anchor chart with three purposes and signal words/features for each: TO ANSWER A QUESTION (signals: question stated, 'Why?' 'How?' 'What?', answer provided, explanatory details); TO EXPLAIN (signals: 'This is how,' 'This is why,' 'because,' 'so,' 'the reason,' 'first, next, then,' steps or causes listed); TO DESCRIBE (signals: 'is/are,' adjectives, sensory details, 'looks like,' 'sounds like,' characteristics listed, 'what it's like'). Before reading, ask 'What do you think the author wants to tell us?' After reading, ask 'Why did the author write this? To answer a question, explain something, or describe something?' Use sentence frames: 'The author's purpose is to ___ [answer/explain/describe] ___.' Practice with varied texts: question-answer format, how-to/why explanations, descriptive passages. Model thinking aloud: 'I see the text starts with a question - Why do bees make honey? Then it tells the answer and explains. So the author's purpose is to answer that question.' Highlight purpose clues: underline question if present, circle explanation signal words (because, how, first), highlight descriptive words. Compare purpose types: Read three short passages (one answering question, one explaining, one describing same topic like 'penguins') and identify how purposes differ. Connect to writing: When students write, have them state their purpose: 'I am writing to explain how to make a sandwich' or 'I am writing to describe my cat.' Play 'Author's Purpose Sort' - sort text passages into three categories (Answer, Explain, Describe).
Read the passage. Why did the author write this?
Polar bears are amazing animals that live in the Arctic. Their fur looks white, but each hair is clear. They have a thick layer of fat to keep warm. Polar bears are very big, and adult males can weigh as much as a piano. Their paws are wide, like snowshoes, so they do not sink easily. They can swim far in cold water. Polar bears hunt seals for food. All these traits help them live in a freezing place.
To explain how snow falls.
To answer when polar bears sleep.
To describe what polar bears are like.
Explanation
We find the author's purpose. The passage describes polar bears and their special traits. It tells about their fur, fat, and paws.