Paula Slezak

ADDIE Design
Task Inventory
1. The goal of this unit is to instruct students in writing a summary of non-fiction
text.

2. Students will write a summary of a non-fiction text.

3. All the tasks (including skills and actions) a student will have to do to accomplish
this goal:
A. Identify the main idea of a non-fiction text.
B. Identify the key details of a non-fiction text.
i. Distinguish important details from unimportant details
ii. Distinguish important details from interesting details
C. Arrange main idea and key details in a graphic organizer.
i. Identify a logical sequence of events or facts in a non-fiction text.
D. Evaluate example summaries using a checklist.
i. Identify characteristics of a good summary
E. Type a non-fiction summary using the program Write to Learn
i. Use Write to Learn to type and revise an assignment.
F. Evaluate a classmate's summary using a checklist.
i. Identify characteristics of a good summary
4. Any (and all) prerequisite skills that are needed to complete the tasks in #3
above.
For A and B:
Students can read near-grade level nonfiction text.
o Students can use grade level decoding skills to determine the meaning of
unknown words.
Students can use text features to determine the genre of a text.
Students can ask and answer questions about non-fiction text.
Students can distinguish their point of view from the author's point of view. (B. ii.)
o Students can determine the author's point of view.
For C:
Identify sequencing words in a text such as first, next, then, and last. (C. i.)
For E(i.):
Log in to Write to Learn
Locate and begin an assignment in Write to Learn
Use feedback tools in Write to Learn.

For F:
collaborate with others in a helpful and respectful way.
o Use positive and encouraging words when evaluating another's work.
o Communicate any changes that are needed by discussing the work and not the
person.
5. Create a diagram (concept map) for the information above

Instructional Goal: Students will write a summary

of a non-fiction text.

Primary Tasks
Identify main idea of
a non-fiction text

Secondary
Tasks

Prerequisite
Skills

Identify key details

of a non-fiction
text.

Distinguish important
details from unimportant
details

Distinguish
important details
from interesting
details

Read neargrade level

nonfiction
text.

Ask and
answer
questions
about the
text

Use grade
level
decoding
skills.

Use text
features to
determine
the genre

Distinguish
own point of
view from
author's point
of view.

Determine
the author's
point of view.

Evaluate example
summaries using
a checklist

Identify
characteristics
of a good
summary

Collaborate with
others in a
helpful and
respectful way

Use positive and

encouraging words
when evaluating
another's work

Arrange Main
Idea and Key
details in a
graphic organizer

Identify a logical
sequence of
events or facts
in a non-fiction
text

Identify sequencing
words in a text such
as first, next, then,
and last.

Communicate any
changes that are
needed by
discussing the
work and not the
person.

Type a non-fiction
summary using
the program
Write to Learn

Evaluate a
classmate's
summary using a
checklist

Use Write to
Learn to type
and revise an
assignment.

Correctly log in,

locate assignments
and use tools in
Write to Learn.

Use positive and

encouraging words
when evaluating
another's work

Collaborate
with others in a
helpful and
respectful way

Communicate any
changes that are
needed by
discussing the
work and not the
person.

Performance Objectives
Performance
1. Students will identify
main idea
2. Students will identify
key details
3. Students will evaluate
summaries
4. Students will type nonfiction summaries

1.
2.
3.

4.

Condition
When given a nonfiction text

Criteria
With 80% accuracy.

When given a nonfiction text

By correctly identifying 3
key details.
By using a checklist to check
off all the required elements
of a summary.
to achieve an excellent
rating in all categories on the
Write to Learn software and a
score of 2 or better on all
categories of the teacher
made rubric.

When given examples

When given a graphic
organizer and using the
Write to Learn program

ISTE (technology) NET(S) Standards

Students will identify main idea when
Fulfills NETS(S) : 4.c
given a non-fiction text with 80%
accuracy.
Students will identify key details when Fulfills NETS(S): 4.c
given a non-fiction text by correctly
identifying 3 key details.
Students will evaluate summaries
Fulfills NETS(S): 2a
when given examples by using a
checklist to check off all the required
elements of a summary
Students will type non-fiction
Fulfills NETS(S) 3. c, d 5. a.b and 6.
summaries when given a graphic
a,b,c
organizer and using the Write to Learn
program to achieve an excellent
rating in all categories on the Write to
Learn software and a score of 2 or
better on all categories of the teacher
made rubric.

State
1. Students will identify
main idea when given
a non-fiction text with
80% accuracy.

(ODE) or Common Core Standards

ELA Informational Text: Key Ideas and Details: 1.
Determine the main idea of a text; recount the key
details and explain how they support the main idea.
10. By the end of the year, read and comprehend
informational texts, including history/social studies,
science, and technical texts, at the high end of the
grades 23 text complexity band independently and
proficiently.
2. Students will identify
ELA Informational Text: Key Ideas and Details: 1.
key details when given Determine the main idea of a text; recount the key

a non-fiction text by
correctly identifying 3
key details.

3. Students will evaluate

summaries when
given examples by
using a checklist to
check off all the
required elements of a
summary.
4. Students will type nonfiction summaries
when given a graphic
organizer and using
the Write to Learn
program to achieve an
excellent rating in all
categories on the
Write to Learn
software and a score
of 2 or better on all
categories of the
teacher made rubric.

details and explain how they support the main idea.

6. Distinguish their own point of view from that of the
author of a text.
10. By the end of the year, read and comprehend
informational texts, including history/social studies,
science, and technical texts, at the high end of the
grades 23 text complexity band independently and
proficiently.
Writing - 5. With guidance and support from peers
and adults, develop and strengthen writing as needed
by planning, revising, and editing.
6. With guidance and support from adults, use
technology to produce and publish writing
(using keyboarding skills) as well as to interact and
collaborate with others.
ElA Informational Text:1. Ask and answer
questions to demonstrate an understanding of the
text, referring explicitly to the text as a basis for the
answers.
3. Describe the relationship between a series of
historical events, scientific ideas or concepts, or steps
in technical procedures in a text, using language that
pertains to time, sequence, and cause/effect.
ELA Writing - 2. Write informative/explanatory texts
to examine a topic and convey ideas and information
clearly. a. Introduce a topic and group related
information together; include illustrations when useful
to aiding comprehension. b. Develop the topic with
facts, definitions, and details. c. Use linking words and
phrases (e.g., also, another, and, more, but) to
connect ideas within categories of information. d.
Provide a concluding statement or section.
4. With guidance and support from adults, produce
writing in which the development
and organization are appropriate to task and purpose.
6. With guidance and support from adults, use
technology to produce and publish writing
(using keyboarding skills) as well as to interact and
collaborate with others.
Language - 1. Demonstrate command of the
conventions of standard English grammar and usage
when writing or speaking.
2. Demonstrate command of the conventions of
standard English capitalization, punctuation,
and spelling when writing.
10. By the end of the year, read and comprehend
informational texts, including history/social studies,
science, and technical texts, at the high end of the
grades 23 text complexity band independently and
proficiently.

Task
Identify the main idea of a
non-fiction text.

Testing / Assessment
Objective
1. Students will identify
main idea when given a
non-fiction text with 80%
accuracy.

Identify the key details of a

non-fiction text.

2. Students will identify key

details when given a nonfiction text by correctly
identifying 3 key details.

Arrange main idea and key

details in a graphic
organizer.

1. Students will identify

main idea when given a
non-fiction text with 80%
accuracy.
2. Students will identify key
details when given a nonfiction text by correctly
identifying 3 key details.
3. Students will evaluate
summaries when given
examples by using a
checklist to check off all the
required elements of a
summary.

Evaluate example
summaries using a
checklist.

Test Item
Formative questioning
( What is this text mostly
about?) in class and
students will correctly
identify main idea in a
graphic organizer. To pass
this on the summative
assessment students must
get a 2 out of 3 - "Student
correctly identifies main
idea in a full sentence"
Formative questioning
(What are the most
important ideas in this
text?) in class and students
will identify 3 key details in
correct sequential order in a
graphic organizer. To pass
this on the summative
assessment students must
get a 3 out of 3 "Student
identifies at least 3 key
details correctly sequenced
and written in full
sentences."
Students will complete a
main idea/key details
graphic organizer by
correctly identifying the
main idea of a non-fiction
passage and 3 key details in
sequential order.
Formative observation of
students working. Students
will have correctly answered
"Is this a good summary?"
using evidence from their
checklists to support their
answer. Ex - "This is not a
good summary because it is
not written in complete
sentences." Students will
also have to show how they
evaluated their practice
summary with a checklist
during a teacher

Type a non-fiction summary

using the program Write to
Learn.

Evaluate a classmate's
summary using a checklist.

conference.
4. Students will type nonStudents will read a nonfiction summaries when
fiction passage and type a
given a graphic organizer
summary on write to learn.
and using the Write to Learn A passing summary will
program to achieve an
have a topic sentence
excellent rating in all
stating the main idea, 3 key
categories on the Write to
details in full sentences and
Learn software and a score
correct sequence and
of 2 or better on all
adhere to mechanics and
categories of the teacher
usage rules.
made rubric.
3. Students will evaluate
summaries when given
examples by using a
checklist to check off all the
required elements of a
summary

Formative observation of
students working. The peer
review checklist will be
turned in. One color for all
checks before revision.
Another color for after
revision. All check boxes
should be filled in prior to
turning in the checklist and
summary.
This is also a level of
support and revision for the
summative assessment and
will be reflected in their
grade on their rubric. They
will get a 2 out of three for
evaluation on the rubric "All
boxes for peer review have
been correctly checked."
(Student would lose points
if they checked a box in
their checklist that was
missing from the summary
they evaluated)

Pre-Testing / Assessment
Prerequisite Skill
Test Item
One-on-one reading running records are the best
Students can read near-grade
way to assess these skill. This is a one-on-one oral
level nonfiction text.
reading and comprehension assessment. I can hear
o Students can use grade
if the students are reading on grade level and using
level decoding skills to
correct decoding skills. In the comprehension
determine the meaning of
questions I can assess genre, ask and answer
unknown words.
questions, and point of view. Examples of pre-test
Students can use text features
questions asked in the running records include
to determine the genre of a
"What is the genre? How do you know?" "What is
text.
this story about?" "Who is talking in this story?"
Students can ask and answer
"What does the narrator think about . . . " As well

questions about non-fiction

text.
Students can distinguish their
point of view from the author's
point of view. (B. ii.)
o Students can determine
the author's point of view.

Identify sequencing words in a

text such as first, next, then,
and last. (C. i.)

Log in to Write to Learn

Locate and begin an assignment
in Write to Learn
Use feedback tools in Write to
Learn.

collaborate with others in a

helpful and respectful way.
o Use positive and
encouraging words when
evaluating another's work.
Communicate any changes that
are needed by discussing the
work and not the person.

as more specific questions tailored to each leveled

piece. The teacher will listen to oral reading and
calculate fluency rate as well as mark miscues,
omissions, and self corrections.

Using a read works reading passage for

sequencing. Students are asked questions
including "Before astronauts can stay on the
moon for six months they will . . " In addition
they will be expected to highlight the
sequencing words in the text. The link to the
passage is here:
http://www.readworks.org/passages/moon (If
you can't access, accounts are free. For final
project, this can be made into a .pdf)
This skill is assessed through observation
and practice. Write to learn is also used in our
writer's workshop. I can assess this skill by
writing down any students who ask for help
signing in or using tools. I am looking for
students who can find the bookmarked
website, log in either from memory or from
finding and using their log in card, open up
the correct assignment, and use the tools
without asking for assistance.
This skill is assessed through observation of
student relations and teacher's knowledge of
students. Students will be placed with partners with
whom they work well without distracting each
other.