Strategy #8

then

SummarizeSummarizeSummarizeSummarize

Connect to the TextConnect to the TextConnect to the TextConnect to the Text

1.What do you know about summarizing? What words come

to mind?

2. How do you summarize?

1.What do you know about summarizing? What words come

to mind?

2. How do you summarize?

What do we already What do we already know?know?What do we already What do we already know?know?

to create a concise, condensed account of the original; to create a concise, condensed account of the original;

to present the substance or general idea in brief form; to present the substance or general idea in brief form;

to cover the main points to cover the main points

Summarize --Summarize --Summarize --Summarize --

Why is summarizing important in your content area?

Why is summarizing important in your content area?

Discuss --Discuss --Discuss --Discuss --

What are the challenges in teaching it? What are the challenges in teaching it?

““Practice in summarizing Practice in summarizing improves students’ reading improves students’ reading comprehension of fiction and comprehension of fiction and nonfiction alike, helping nonfiction alike, helping them construct an overall them construct an overall understanding of a text, understanding of a text, story, chapter, or article.”story, chapter, or article.”

(Rinehart, Stahl & Erickson, 1986)(Rinehart, Stahl & Erickson, 1986)

““Practice in summarizing Practice in summarizing improves students’ reading improves students’ reading comprehension of fiction and comprehension of fiction and nonfiction alike, helping nonfiction alike, helping them construct an overall them construct an overall understanding of a text, understanding of a text, story, chapter, or article.”story, chapter, or article.”

(Rinehart, Stahl & Erickson, 1986)(Rinehart, Stahl & Erickson, 1986)

Why summarize?Why summarize?Why summarize?Why summarize?

How Can I Teach My How Can I Teach My Students to Summarize?Students to Summarize?

How Can I Teach My How Can I Teach My Students to Summarize?Students to Summarize? Newspaper ArticlesNewspaper Articles Short Text Short Text Internet SourceInternet Source Passage from Content TextPassage from Content Text Picture BooksPicture Books

Newspaper ArticlesNewspaper Articles Short Text Short Text Internet SourceInternet Source Passage from Content TextPassage from Content Text Picture BooksPicture Books

Who?Who?What?What?When?When?Where?Where?How?How?Why?Why?

Who?Who?What?What?When?When?Where?Where?How?How?Why?Why?

Be a News ReporterBe a News ReporterBe a News ReporterBe a News Reporter

Reciprocal TeachingReciprocal TeachingReciprocal TeachingReciprocal TeachingThe most important ideas in this The most important ideas in this

text are…text are…This book was about…This book was about…First… Next… Then… Finally…First… Next… Then… Finally…This story takes place…This story takes place…The main characters are…The main characters are…The problem occurs when…The problem occurs when…

The most important ideas in this The most important ideas in this text are…text are…

This book was about…This book was about…First… Next… Then… Finally…First… Next… Then… Finally…This story takes place…This story takes place…The main characters are…The main characters are…The problem occurs when…The problem occurs when…

Look at the title.Look at the title.

Look at the first and Look at the first and last paragraph.last paragraph.

Ask yourself: “What is discussed through Ask yourself: “What is discussed through the whole section?”the whole section?”

Look at captions, pictures, words in bold, Look at captions, pictures, words in bold, and headings for clues to the topic. and headings for clues to the topic.

What do they all have in common?What do they all have in common?

Look at the title.Look at the title.

Look at the first and Look at the first and last paragraph.last paragraph.

Ask yourself: “What is discussed through Ask yourself: “What is discussed through the whole section?”the whole section?”

Look at captions, pictures, words in bold, Look at captions, pictures, words in bold, and headings for clues to the topic. and headings for clues to the topic.

What do they all have in common?What do they all have in common?

Steps to identify the topic ~Steps to identify the topic ~Steps to identify the topic ~Steps to identify the topic ~

Authors often Authors often plantplant important ideas in: important ideas in:

Details that reflect the titleDetails that reflect the title

Details at the beginning of textDetails at the beginning of text

Details at the endDetails at the end

Surprises or revelationsSurprises or revelations

RepetitionsRepetitions

Lots of attention given to a detailLots of attention given to a detail

Subheads and italicized textSubheads and italicized text

Changes in character, tone, mood, Changes in character, tone, mood, setting, plotsetting, plot

A question near the beginning or endA question near the beginning or end

Authors often Authors often plantplant important ideas in: important ideas in:

Details that reflect the titleDetails that reflect the title

Details at the beginning of textDetails at the beginning of text

Details at the endDetails at the end

Surprises or revelationsSurprises or revelations

RepetitionsRepetitions

Lots of attention given to a detailLots of attention given to a detail

Subheads and italicized textSubheads and italicized text

Changes in character, tone, mood, Changes in character, tone, mood, setting, plotsetting, plot

A question near the beginning or endA question near the beginning or end

Identify All Details/Major EventsIdentify All Details/Major EventsIdentify All Details/Major EventsIdentify All Details/Major Events

1. If you have not read the text 1. If you have not read the text yourself, yourself, would you be able to would you be able to understand understand what it was about what it was about from the from the summary? Why or why summary? Why or why not?not?2. Is there anything important that 2. Is there anything important that should be added? What is it?should be added? What is it?3. Is there anything unimportant 3. Is there anything unimportant

that should be be left out of that should be be left out of the summary? What is it?the summary? What is it?

1. If you have not read the text 1. If you have not read the text yourself, yourself, would you be able to would you be able to understand understand what it was about what it was about from the from the summary? Why or why summary? Why or why not?not?2. Is there anything important that 2. Is there anything important that should be added? What is it?should be added? What is it?3. Is there anything unimportant 3. Is there anything unimportant

that should be be left out of that should be be left out of the summary? What is it?the summary? What is it?

Students Evaluate SummariesStudents Evaluate SummariesStudents Evaluate SummariesStudents Evaluate Summaries

Title of Text

to be Summarized

Key word (s)Summarizing

Fourth text chunk

Key word (s)Summarizing

First text chunk

Key word (s)Summarizing

Third text chunk

Key word (s)Summarizing

Second text chunk

Somebody/Wanted/Somebody/Wanted/ButBut/So Then/So ThenSomebody/Wanted/Somebody/Wanted/ButBut/So Then/So Then

Reading Skills Importantto Summarization

• Conflict/Resolution• Character Differences, Goals, and Motivations• Main Ideas and Details• Making Generalizations

Reading Skills Importantto Summarization

• Conflict/Resolution• Character Differences, Goals, and Motivations• Main Ideas and Details• Making Generalizations

Excerpt from The Necklace

Mrs. Loisel wanted to be rich and wanted to go to the dance. BUT she didn’t have the right clothes and jewelry. SO she shamed her husband into buying her a dress and she borrowed a necklace. THEN Mrs. Loisel wanted to give back the necklace after she wore it. BUT she had lost it. SO she and her husband had to find a new one and THEN borrow money to buy it so she could return the replacement to her friend.

Excerpt from The Necklace

Mrs. Loisel wanted to be rich and wanted to go to the dance. BUT she didn’t have the right clothes and jewelry. SO she shamed her husband into buying her a dress and she borrowed a necklace. THEN Mrs. Loisel wanted to give back the necklace after she wore it. BUT she had lost it. SO she and her husband had to find a new one and THEN borrow money to buy it so she could return the replacement to her friend.

“She put on two woolen suits, one on top of the other. Then she put on two leather suits and covered her bulky outfit with a skirt.”

Excerpt from Ruth Law Thrills a Nation (Brown, 1993)

“She put on two woolen suits, one on top of the other. Then she put on two leather suits and covered her bulky outfit with a skirt.”

Excerpt from Ruth Law Thrills a Nation (Brown, 1993)

Sum It Up!Sum It Up!Sum It Up!Sum It Up!

3 3 Things You Found Out Things You Found Out

2 2 Interesting FactsInteresting Facts

1 1 Question You Still Have Question You Still Have

3 3 Things You Found Out Things You Found Out

2 2 Interesting FactsInteresting Facts

1 1 Question You Still Have Question You Still Have

3 – 2 – 1 Strategy3 – 2 – 1 Strategy3 – 2 – 1 Strategy3 – 2 – 1 Strategy

SynthesizeSynthesizeSynthesizeSynthesize

Connect to the TextConnect to the TextConnect to the TextConnect to the Text

“ “The process of ordering, recalling, The process of ordering, recalling, retelling, and recreating into a retelling, and recreating into a coherent whole the information coherent whole the information with which our minds are with which our minds are bombarded every day. It is the bombarded every day. It is the uniquely human trait that permits uniquely human trait that permits us to sift through a myriad of us to sift through a myriad of details and focus on those pieces details and focus on those pieces we need to know and remember.” we need to know and remember.” (Keene/Zimmerman)(Keene/Zimmerman)

“ “The process of ordering, recalling, The process of ordering, recalling, retelling, and recreating into a retelling, and recreating into a coherent whole the information coherent whole the information with which our minds are with which our minds are bombarded every day. It is the bombarded every day. It is the uniquely human trait that permits uniquely human trait that permits us to sift through a myriad of us to sift through a myriad of details and focus on those pieces details and focus on those pieces we need to know and remember.” we need to know and remember.” (Keene/Zimmerman)(Keene/Zimmerman)

Synthesis is…Synthesis is…Synthesis is…Synthesis is…

The puttingtogether

of parts or

elements

so as to form a whole

SYNTHESIZE – Beyond SummarySYNTHESIZE – Beyond SummarySYNTHESIZE – Beyond SummarySYNTHESIZE – Beyond Summary

KidsKidssay…say…KidsKidssay…say…

““Synthesizing Synthesizing is like inferring, is like inferring, only super-only super-sized!”sized!”

““When you When you synthesize you say synthesize you say in your head, I in your head, I used to think this, used to think this, but but now I’m now I’m thinking this.”thinking this.”

“ “When I When I synthesize, my synthesize, my mind is changing, my mind is changing, my ideas are changing, ideas are changing, my my thinking is thinking is changing.”changing.”

““As families gather and share the As families gather and share the events of the day, they are events of the day, they are synthesizing, sorting out the synthesizing, sorting out the unimportant, and creating unimportant, and creating individual interpretations of the individual interpretations of the day.”day.”

Keene, Zimmerman Keene, Zimmerman

““As families gather and share the As families gather and share the events of the day, they are events of the day, they are synthesizing, sorting out the synthesizing, sorting out the unimportant, and creating unimportant, and creating individual interpretations of the individual interpretations of the day.”day.”

Keene, Zimmerman Keene, Zimmerman

BringingBringingIt home…It home…BringingBringingIt home…It home…

1.1. How is How is synthesizing synthesizing important to important to your content your content area?area?

2.2. What are the What are the challenges in challenges in teaching it?teaching it?

SynthesizingSynthesizingSynthesizingSynthesizing

CombineCombine IntegrateIntegrate ModifyModify RearrangeRearrange SubstituteSubstitute PlanPlan CreateCreate DesignDesign InventInvent

Bloom’s TaxonomyBloom’s TaxonomyBloom’s TaxonomyBloom’s Taxonomy

ComposeCompose ConstructConstruct DevelopDevelop OrganizeOrganize PerformPerform ProduceProduce ProposePropose RewriteRewrite

Cues for SynthesisCues for Synthesis

Read a thought-provoking Read a thought-provoking article.article.

Ask students to be silent and Ask students to be silent and then to write only two then to write only two different words that reflect different words that reflect their thinking about a their thinking about a passage.passage.

After selections, students After selections, students should tell others the words, should tell others the words, why they chose them, and why they chose them, and how they relate to their lives.how they relate to their lives.

Read a thought-provoking Read a thought-provoking article.article.

Ask students to be silent and Ask students to be silent and then to write only two then to write only two different words that reflect different words that reflect their thinking about a their thinking about a passage.passage.

After selections, students After selections, students should tell others the words, should tell others the words, why they chose them, and why they chose them, and how they relate to their lives.how they relate to their lives.

Two-Word StrategyTwo-Word StrategyTwo-Word StrategyTwo-Word Strategy

Each person writes Each person writes one item that he/she one item that he/she knows about the subject studied. knows about the subject studied.

The strips of paper are read aloud in a The strips of paper are read aloud in a small group.small group.

The group organizes itself in some The group organizes itself in some coherent form.coherent form.

The group reads the “poem” to the The group reads the “poem” to the class.class.

Each person writes Each person writes one item that he/she one item that he/she knows about the subject studied. knows about the subject studied.

The strips of paper are read aloud in a The strips of paper are read aloud in a small group.small group.

The group organizes itself in some The group organizes itself in some coherent form.coherent form.

The group reads the “poem” to the The group reads the “poem” to the class.class.

Strip PoemStrip PoemStrip PoemStrip Poem

Directions for Students:Directions for Students:

1. Select a quote from the 1. Select a quote from the article you’ve read. Write article you’ve read. Write your thought/ idea/question your thought/ idea/question about the quote.about the quote.

2. In a small group, give your 2. In a small group, give your quote and allow all others to quote and allow all others to respond. respond.

3. At the end, share your 3. At the end, share your comments.comments.

Directions for Students:Directions for Students:

1. Select a quote from the 1. Select a quote from the article you’ve read. Write article you’ve read. Write your thought/ idea/question your thought/ idea/question about the quote.about the quote.

2. In a small group, give your 2. In a small group, give your quote and allow all others to quote and allow all others to respond. respond.

3. At the end, share your 3. At the end, share your comments.comments.

Save the Last Word for MeSave the Last Word for MeSave the Last Word for MeSave the Last Word for Me

Ask student to sit in a chair in front Ask student to sit in a chair in front of the room and assume a of the room and assume a character from their book.character from their book.

Ask student various questions Ask student various questions about his/her character’s life.about his/her character’s life.

Move to a higher level and ask Move to a higher level and ask his/her opinion on different subjects his/her opinion on different subjects clearly important to that character.clearly important to that character.

Ask student to sit in a chair in front Ask student to sit in a chair in front of the room and assume a of the room and assume a character from their book.character from their book.

Ask student various questions Ask student various questions about his/her character’s life.about his/her character’s life.

Move to a higher level and ask Move to a higher level and ask his/her opinion on different subjects his/her opinion on different subjects clearly important to that character.clearly important to that character.

Character Hot SeatCharacter Hot SeatCharacter Hot SeatCharacter Hot Seat

……Poems into stories or lettersPoems into stories or letters

……Expository text into narrative Expository text into narrative texttext

……Diaries or memoirs into plays, Diaries or memoirs into plays, newspaper articles, or television newspaper articles, or television scriptsscripts

……Texts into comic books, letters, Texts into comic books, letters, or interviewsor interviews

……Poems into stories or lettersPoems into stories or letters

……Expository text into narrative Expository text into narrative texttext

……Diaries or memoirs into plays, Diaries or memoirs into plays, newspaper articles, or television newspaper articles, or television scriptsscripts

……Texts into comic books, letters, Texts into comic books, letters, or interviewsor interviews

Reformulations ~Reformulations ~ You can turn…You can turn…

Reformulations ~Reformulations ~ You can turn…You can turn…

Power Notes contribute to students’ awareness of text structure as they

read and write. In addition ~

Students learn to read actively and to prioritize main ideas from details as they study.

Power Notes can be integrated into a number of other activities to help students perceive how information is interconnected.

Power Notes contribute to students’ awareness of text structure as they

read and write. In addition ~

Students learn to read actively and to prioritize main ideas from details as they study.

Power Notes can be integrated into a number of other activities to help students perceive how information is interconnected.

Power 1 ~ main point or category

Power 2’s, 3’s, and 4’s ~ corresponding details and

examples

Power 1 ~ main point or category

Power 2’s, 3’s, and 4’s ~ corresponding details and

examples

An example of Power Notes1. Penalties in Football

2. On Offense 3. Holding 3. Clipping

2. On Defense 3. Off Sides 3. Pass Interference 3. Grabbing Face Mask

2. On Special Teams

An example of Power Notes1. Penalties in Football

2. On Offense 3. Holding 3. Clipping

2. On Defense 3. Off Sides 3. Pass Interference 3. Grabbing Face Mask

2. On Special Teams

Power 1Power 1

Power 2Power 2 Power 2Power 2

Power 3Power 3 Power 3Power 3 Power 3Power 3 Power 3Power 3

I do, I do, you you watchwatch..

I do, I do, you you help.help.

I do, I do, you you watchwatch..

I do, I do, you you help.help.

You do, I watch.

You do, I help.

You do, I watch.

You do, I help.

Don’t Forget to ModelDon’t Forget to ModelDon’t Forget to ModelDon’t Forget to Model

Aware of changes in their conclusions Aware of changes in their conclusions about text; actively revising meaningabout text; actively revising meaning

Monitoring the overall meaning and Monitoring the overall meaning and themes in textthemes in text

Aware of text elements in fiction: Aware of text elements in fiction: character, setting, and character, setting, and conflict/resolutionconflict/resolution

Aware of text patterns in nonfictionAware of text patterns in nonfiction Employing cause/effect, time order, and Employing cause/effect, time order, and

problem/solutionproblem/solution Using their knowledge to make decisions Using their knowledge to make decisions

about the overall knowledgeabout the overall knowledge

Aware of changes in their conclusions Aware of changes in their conclusions about text; actively revising meaningabout text; actively revising meaning

Monitoring the overall meaning and Monitoring the overall meaning and themes in textthemes in text

Aware of text elements in fiction: Aware of text elements in fiction: character, setting, and character, setting, and conflict/resolutionconflict/resolution

Aware of text patterns in nonfictionAware of text patterns in nonfiction Employing cause/effect, time order, and Employing cause/effect, time order, and

problem/solutionproblem/solution Using their knowledge to make decisions Using their knowledge to make decisions

about the overall knowledgeabout the overall knowledge

Proficient Readers Are…Proficient Readers Are…Proficient Readers Are…Proficient Readers Are…

Can express, in a variety of means, Can express, in a variety of means, ideas and themes relevant to the ideas and themes relevant to the overall meaning of the textoverall meaning of the text

Create in an original way a sum of Create in an original way a sum of information from the text, from other information from the text, from other texts, and their own ideas and texts, and their own ideas and opinions opinions

Use it to share, recommend, and Use it to share, recommend, and CRITICALLY REVIEW the bookCRITICALLY REVIEW the book

Can express, in a variety of means, Can express, in a variety of means, ideas and themes relevant to the ideas and themes relevant to the overall meaning of the textoverall meaning of the text

Create in an original way a sum of Create in an original way a sum of information from the text, from other information from the text, from other texts, and their own ideas and texts, and their own ideas and opinions opinions

Use it to share, recommend, and Use it to share, recommend, and CRITICALLY REVIEW the bookCRITICALLY REVIEW the book

Proficient ReadersProficient Readers(After Reading)(After Reading)

Proficient ReadersProficient Readers(After Reading)(After Reading)

““A mind stretched to A mind stretched to a new idea never a new idea never goes back to its goes back to its

original original dimensions.”dimensions.”

Oliver Wendell HolmesOliver Wendell Holmes

““A mind stretched to A mind stretched to a new idea never a new idea never goes back to its goes back to its

original original dimensions.”dimensions.”

Oliver Wendell HolmesOliver Wendell Holmes