Identifying the Main Idea: From Learning Objective to Assessment
One of the most important reading skills our students need is the ability to identify the main idea of an informational text and support it with details. This skill not only strengthens comprehension but also lays the groundwork for research, writing, and critical thinking across subjects. Here’s how I build a three-part learning objective around this skill, along with both formative and summative assessments to guide students toward mastery.
The Learning Objective
Behavior: Students will identify an informational text’s main idea and three supporting details.
Condition: Using a provided graphic organizer and a short informational text.
Measurable Criterion: With 90% accuracy on a formative assessment.
By making the objective specific, measurable, and clear, students know exactly what they are aiming for—and I can design assessments that truly align with the goal.
The Formative Assessment
To check for understanding, I use a one-page informational text and a graphic organizer. Students complete three simple prompts:
What is the main idea of the text?
Write three supporting details that explain the main idea.
Use the graphic organizer to record your answers.
This activity provides a quick snapshot of student progress. I review the organizers for accuracy and also observe students as they work to see who may need extra guidance.
Feedback in Action
I write comments directly on the organizer to guide next steps:
“Great job finding the main idea! Try to make sure all your supporting details directly relate to it.”
“You found two strong supporting details—look back at paragraph 3 for one more.”
By pointing students back to the text, feedback becomes a tool for self-correction, not just a grade. This ensures they refine their skills before the summative assessment.
The Summative Assessment
For the summative assessment, students read a two-page informational text and write a short response identifying the main idea and three supporting details.
The Rubric (10 points total)
Main idea is accurate (3 points)
Three supporting details are correct and relevant (3 points)
Response is organized and clear (2 points)
Grammar and mechanics are correct (2 points)
This rubric keeps the focus on comprehension while also reinforcing clarity and communication skills.
Differentiation Options
Struggling students may use a shorter text or keep the graphic organizer.
Advanced students can extend their response by connecting the text to prior knowledge or explaining why the details support the main idea.
Feedback on the Summative Assessment
I return rubrics with comments such as:
“Your main idea and all three details are accurate—excellent work!”
“Your main idea is correct, but one of your details doesn’t directly connect. Let’s review it together.”
This transparency helps students celebrate success and target areas for improvement.
Using the Data
The final step is analysis. I look closely at patterns in the summative assessment:
Did most students master identifying the main idea but struggle with details?
Do I need to reteach strategies for locating textual evidence?
Assessment becomes not just a measure of learning but a guide for my instructional planning.
Closing Thoughts
When students learn to identify a main idea and back it up with details, they are practicing one of the most essential comprehension skills. By combining clear objectives, supportive feedback, and well-aligned assessments, we can help every learner move from confusion to clarity.
References
Edutopia. (2015). Five keys to comprehensive assessment [Video file]. Retrieved from https://www.edutopia.org/video/five-keys-comprehensive-assessment
Guskey, T. R. (2007). How classroom assessments improve learning. Retrieved from http://tguskey.com/wp-content/uploads/Assessment-2-How-Classroom-Assessments-Improve-Learning.pdf