Summarising

2. 04 2008Presented by

Module 4B

The 7 High Reliability Literacy Teaching Procedures (HRLTPs)

This approach to literacy

was developed by

Prof John Munro

It identifies the strategies

readers need to convert written text information to knowledge

It uses 7 High Reliability Literacy Teaching Procedures (HRLTPs) to teach readers how to comprehend and learn from written text

The HRLTPs

Getting Knowledge

Ready

Vocabulary

Paraphrasing

Reading Aloud

Summarise What questions

does the text answer?

Review

Today’s Roadmap

What is summarising and why is it important?

What are the phases of summarising?

How do we teach students to independentlysummarise?

How do we implement

summarising?

Why are we here today?

Summarising

Giving theshort version

Compare the Original version to the Summarised version. 

ORIGINAL VERSIONThese three ways of incorporating other writers' work into your own writing differ according to the closeness of your writing to the source writing. Obviously, a quotation must be identical to the original, using a narrow segment of the source. Paraphrased material is usually shorter than the original passage, taking a somewhat broader segment of the source and condensing it slightly. Summaries are significantly shorter than the original and take a broad overview of the source material.

Quoting, Paraphrasing, and Summarising, 1999,http://owl.english.purdue.edu/Files/31.html, 9 December 1999

Compare the Original version to the Summarised version.

SUMMARISED VERSIONQuotations take the exact words from a small section of the text.  A paraphrase is rewriting the original text in your own words.  A summary is a statement of the key ideas in the original text.

Quoting, Paraphrasing, and Summarising, 1999,http://owl.english.purdue.edu/Files/31.html, 9 December 1999

What do you do to make an effective summary?

select main ideas

categorise ideas

delete unnecessary details

state the general idea

A useful summary

Contains the key idea Contains the key terms Is much shorter than the original Has no examples Has no repetitions Is organised in a “logical” order

shows understanding

higher order thinking

engagement with the text

links knowledge

Why is Summarising Important?

How do students remember text?

They store a summary of the material.

They use the summary to organise information.

They link new information to existing knowledge.

How do you get students to summarise?

What instructions do you give?How do you scaffold the students to succeed?

Today’s Roadmap

What is summarising and why is it important?

What are the phases of summarising?

How do we teach students to independentlysummarise?

How do we implement summarising in our teaching?

When should we ask students to summarise?

At the end of each paragraph

At the end of the passage

At the end of a topic

How to teach summarising

1. Preparing for summarisingSkimming

• identify the purpose of the text•to persuade you of a particular point of view•to report an investigation that has been carried out•to describe an event

• look at illustrations or diagrams•Do they show the overall concept? •Do they give details?

• identify how the text or chapter is set out•divided into sections with headings

and sub-headings •divided into paragraphs

2. Read through the text to be summarised

For unfamiliar words: Apply the MMM

Highlight or note them so you can look them up later

1. Say the word

6. Say to yourself what the word does in this sentence

Remember The Meaning Making Motor

4. Use the context to work out meaning of the word

5. Note any graphics that go with the new word

2. Look at the letter patterns in the new word.

7. Substitute

8. Check your guess and modify guess if needed

3.Visualise the sentence

9. Check your dictionary meaning

3. Establish the main ideas

Look for ‘signpost words’ such as ‘first’, ‘second’ and ‘finally’.

Go through the reading again and highlight key words and phrases.

How to help students find the topic sentence

It contains main idea

It’s usually in the first sentence, however, it may be in the last

sentence it may be within the

paragraph Topic sentence

DetailDetail

More detail

Using information maps

Who What Where

Topic •Students can use words or pictures to collect information for the map.

•Once the map is filled out, students work backwards and write the information in their own words in sentences.

What Why How

Exercise to help students understand the concept of the Main Idea

Write the name of a nature program you watched recently.

Write three important things that happened in the show.

Write a sentence that tells what the show was mostly about.

You just wrote about the main idea!

Endangered Whales

•Habitat degradation

•Commercial hunting

•Ship collisions

Of the 11 species of great whale, 7 are endangered because of human activity.

Outline the main ideas using a graphic organiser

Diagrams show connections between the main ideas.

Text purpose and structure

Different texts can be summarised in different ways.

Science text: Mind map

Maths: Summary grid of formula with example

And many, many more…

Outline the main ideas using a graphic organiser

The Spider diagram/mind map:

This is a branching tree shaped diagram that deals with a central topic and the main ideas presented in relation to that topic

Outline the main ideas using a graphic organiser

Network/tree/hierarchical diagram:this diagram shows the hierarchical relationship among elements in the chart and is useful when the text deals with the cause of something, categories of something or description of a system

Outline the main ideas using a graphic organiser

Compare/contrast table:

this table consists of rows and columns and is useful when the text identifies similarities and differences between things, events or

processes

Using a graphic organiser to work back to saying in summary sentences what students have learnt

Outline the main ideas using a graphic organiser

Flow chart/chain of events diagram:

This diagram lets you see the stages of a process and is useful if the text describes stages a series of steps

a procedure

What to do if the text is poorly organised and/or written

Ask students to think, pair, share about the images they are forming of the reading. Through discussion they can find agreement about things like:

The main ideas in the whole text

The main idea in each paragraph

What to do if a summary looks very close to the original

Read the whole text before attempting summarising

These exercises take the focus off the detail and instead, help students see the main ideas.

A summary which resembles the original text too closely could be called plagiarism.

Today’s Roadmap

What is summarising and why is it important?

What are the phases of summarising?

How do we teach students to independentlysummarise?

How do we implement summarising in our teaching?

How do we teach students to summarise?

Ask students to Skim and to scan a paragraph at a time Read the whole paragraph carefully Highlight the topic sentence of a

paragraph Write the topic sentence or heading for

a paragraph Underline the key words/ list the key

words Link key words into meaningful

sentences Say in one sentence what the paragraph

is about or what students know after having read it

Say the main question a paragraph answers

Reduce the content of the original to one third

Summarising a full reading

Heavier rainfall causes flooding

Through climate change, farmed areas experience changes in temperature and rainfall, thus affecting crop growth

Main idea:

Climate change has many devastating effects

The sea level is rising

Ecosystems are changing

Using summary to show learning in each lesson

Short oral summaries

Short written summaries

Pictureshttp://www.eduplace.com/graphicorganizer/

Formal notes

Self Talk

Students who self talk and automatise might ask: What does the text title tell me about the content? Is this a key point or an example? What is the topic sentence of each paragraph? Have I said the ideas in my own words? Have I kept the key words in my sentences? In what order should I sequence the topic

sentences? Do I need a graphic organiser to help me organise

the summary of the ideas? Is my summary a lot shorter than the original?

Have I…

What should you notice when students effectively summarise?

• Increased engagement• Ability to read longer • Better understanding• More skimming/scanning of text • Ability to make strategic decisions

about how to read the text• Increased knowledge of how to

use key features

How do we scaffold summarising for students?

Ask students at the end of each session: “What do you now know that you didn’t know before?”

When students write or say a sentence to answer this they are summarising.

A toolbox of strategies

Key words Topic sentence Review Paragraphs Feedback Cloze Ask questions MatchingSummarising activities sheet 17-04-08.doc

Today’s Roadmap

What is summarising and why is it important?

What are the phases of summarising?

How do we teach students to independently summarise?

How do we implement summarising in our teaching?

How can these procedures be used in your teaching?

• Implement the strategies gradually

• Select one or two strategies and use them consistently

• A whole school approach is best

Teacher planning to teach students to independently summarise

Students need to: • learn each strategy separately• practise the strategies regularly• say what they did and how each strategy helped

them• have success acknowledged by the teacher when

using the strategies

It should look like this

Students practise with increasingly more detailed text

Teacher selects skill to introduce

Students learn skill

Students describe the strategies they used and reflect on how effective they were

Self-talk

How do you build summarising skills into your teaching ?

Lesson 1 Lesson 2 Lesson 3

Teach skim and scan skills

Teach how to find key words

Use key words to build sentences

Find topic sentence in each paragraph

Use a graphic organiser to summarise a page of text

Implementing Summarising

Think about next week’s classes. Choose some summarising activities that you will try.

Plan when and how you will lead students through an understanding of the skill.

SUMMARISE

Selecting and bringing together

the key ideas

An NMR Literacy Improvement Initiative

Teacher development presentation and PD materials by Northern Region teachers:

Alistair Forge Yota Korkoneas Lillian Leptos Les Mitchell David Mockridge Effie Sgardelis Jan Smith